Final presentationTeaching and Learning course from Art + design Department

by Nancy Friese

1&340/"-�803,

Light bulbW 1.5” x D 1.5” x H 2”Bronze Casting

1&340/"-�803,

Image to Real and Beyond

W 24” x D 76” x H 16”Ash, Paint, Mirror plexi

!is co"ee table is a study of how intangible ideas come to actual and how it in#uence the viewers.

1&340/"-�803,

Real IllusionPedestal size W 22” x D 18” x H 48”Chair size W3” x D 4-1/4” x H 7”MDF, So$ Maple, Glass

!e idea behind this design is to show what illusion can trick your eyes. !ere are two incomplete chairs placed and in between the chairs, there’s a tinted glass. You can only see the complete %gure of the chair from the re#ec-tion, but the chair doesn’t function. Does the chair really exist? Or is it just an illusion that acts as furniture but can’t serve its purpose?

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During my life, there are two teachers I still remember. One is my family and the other is my professor I met in P\�FROOHJH�\HDUV��)LUVW��P\�IDPLO\��LW�ZLOO�EH�VDPH�ZLWK�RWKHUV�EXW�P\�IDPLO\�JDYH�ORWV�RI�LQÀXHQFH�LQ�P\�OLIH��I was born and lived in South Korea for 24 years and I moved to US in 2011. Before I came to US, there were many teachers who taught me English, but I remember my older sister and my father as the best ones. My fa-WKHU�ZRUNV�IRU�D�JOREDO�FRPSDQ\�DQG�XVHV�(QJOLVK�DV�KLV�VHFRQG�ODQJXDJH�DQG�VSRNH�YHU\�ÀXHQWO\�DQG�P\�VLVWHU�studied English education as her major in her undergraduate study. Now she teaches English at middle school in South Korea. Around the time my sister started to teach, I started to have an interest in teaching as well. In English class in middle school and high school in Korea, we focused on reading and listening. But the English my family taught me was the language I learned to use in real life. They said, even if I can read and understand what the people say, it is no use if I can’t say what I think. Every time when I had questions about understanding D�VHQWHQFH��WKH\�DVNHG�PH�¿UVW�ZKDW�,�WKLQN�WKH�VHQWHQFH�PHDQW�DQG�WKHQ�WKH\�H[SODLQHG�LW�WR�PH�ZKDW�LW�PHDQV��And they asked me again, what will I change if I had to rewrite this sentence with the same meaning? Now I think about it, this was a doubling interaction rather than a singular way of teaching. This led me to SHUVXDVLYH�ODQJXDJH�DQG�LQÀXHQFH�LQ�WHDFKLQJ�VWXGHQWV��

In 2006, when I had to choose my major after my freshman year in my university, I hesitated a lot. I had a con-ÀLFW�EHWZHHQ�ZKDW�,�ZDQWHG�WR�GR�DQG�ZKDW�ZRXOG�EH�KHOSIXO�IRU�WKH�ZRUOG��7KH�PDMRU�,�WKRXJKW�,�FRXOG�HQMR\�ZDV�LQ�WKH�DQLPDWLRQ�GHSDUWPHQW�DQG�WKH�RWKHU�GHSDUWPHQW�,�WKRXJKW�ZRXOG�EH�EHQH¿FLDO�WR�WKH�VRFLHW\�ZDV�SURGXFW�design. The reason why I chose product design was because of my professor Lee Sang Hoon. He introduced me to many designs that are out in the world and how it changed peoples’ life during history and how much potential it has to affect our lives. He compared western design to eastern design and told me what kind of design only we do. He taught me that western design is more focused on a practical use and instant interaction and eastern design has more sentimental quality that tries to move human emotions. Human life has changed in D�ZD\�WR�EHFRPH�PRUH�HI¿FLHQW�DQG�PRUH�FRQYHQLHQW�EXW�GRHVQ¶W�PHDQ�WKDW�WKH�KDSSLQHVV�LQGH[�URVH"�+DSSLQHVV�doesn’t rely on how many useful utilities we are surrounded by, it depends on how much we enjoy our life. How does objects brings happiness to us? The aims of design have to be happiness. This is the enduring lesson which still affects my works.

After I graduated Hong Ik University in 2010, I chose to study more abroad. I could have stayed in Korea and JRWWHQ�D�MRE�DQG�PDGH�PRQH\��EXW�,�ZDQWHG�WR�H[SHULHQFH�D�QHZ�HQYLURQPHQW�DQG�FRPSDUH�WKH�FXOWXUDO�GLIIHU-ence between the East and the West. I applied to different countries and many schools and I got accepted at the Furniture Department of Rhode Island School of Design. The reason I decided to study furniture design is even though product design relies on functionality furniture is an object that lives in people’s living space and there is sentimentality and meanings behind that people can share with furniture. The furniture department in RISD GLGQ¶W�OLPLW�D�VWXGHQW¶V�ZRUNV�RQO\�WR�IXUQLWXUH��LW�DOORZHG�VWXGHQWV�WR�H[SORUH�PDQ\�GLIIHUHQW�DUHD�VXFK�LOOXVWUD-WLRQ��JUDSKLF�GHVLJQ��¿OPV��LQVWDOODWLRQ�DQG�VFXOSWXUH�HWF��%\�JHWWLQJ�H[SRVHG�WR�GLYHUVLW\�RI�ZRUNV�DQG�H[FKDQJ-LQJ� LGHDV�DQG�RSLQLRQV�� ,�KDG� WKH� IUHHGRP�WR�H[SDQG�P\�NQRZOHGJH�DQG� WR�H[SORUH�RWKHU�DUHDV� WKDW� ,�KDGQ¶W�H[SHULHQFHG��7KLV�PHWKRG�DOORZHG�PH�WR�FRQVLGHU�the depth of design and the language that an object can have. As a creator, I believe it is important to keep being introduced to new techniques and the information.�,W�LV�EHQH¿FLDO�KRZ�WKH�LQGLYLGXDO�LQWHUSUHWV�WKURXJK�KLV�RU�KHU�RZQ�ZRUN���

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Teaching Philosophy

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drawing and the students were in that class to prepare drawing skills they needed to enter art school. I thought it was going to be an easy class because it only required drawing skills, but not any personal opinions about draw-ing. Also the age gap between the students and I wasn’t big so it was easy to become friends with them. It was my ¿UVW�WHDFKLQJ�H[SHULHQFH�DQG�,�OHDUQHG�D�ORW�IURP�WKH�FODVV��7KH�RQH�WKLQJ�,�VWLOO�WKLQN�ZDV�LQWHUHVWLQJ�ZDV��HYHQ�if it was a technical drawing class, the way students think was different. Some students preferred to understand WKH�REMHFW�WKDW�WKH\�DUH�GUDZLQJ�¿UVW�EHIRUH�WKH\�VWDUWHG�WKH�GUDZLQJ��DQG�VRPH�SUHIHUUHG�WR�MXVW�GUDZ�ULJKW�DZD\��Most of the students struggled because they couldn’t draw what they saw. They needed the basic understanding about proportion of the object and the rules of perspective. When I was a student and learned how to draw, I just memorized how to draw things properly, but while I was teaching, I realized I had to understand the object ¿UVW�DQG�WKH�VHHLQJ�FRPHV�ODWHU��2XU�H\HV�FDQ�EH�HDVLO\�WULFNHG�E\�WKH�HQYLURQPHQW�DQG�KDYLQJ�WKH�NQRZOHGJH�of surroundings are important. Through teaching, I learned that the difference when I was a student and when I become the teacher. To be a teacher, it requires a higher understanding about the subject in order to explain the subject to others.

The second chance I got to teach was during 2014 Winter Session in RISD. My peer and I named our class ‘Rethinking Seating’. The purpose of the class was to introduce students to approach seating not only as a piece RI�IXUQLWXUH�EXW�DV�DQ�LQWHUDFWLQJ�PHGLXP�DQG�KRZ�WR�UHGH¿QH�VHDWLQJ�DV�D�VRFLHWDO�DQG�FRQFHSWXDO�UHDOP��7KLV�class was opened for non-major students and half of the students were freshmen and the others were sophomores, MXQLRUV��JUDGXDWH�VWXGHQWV�IURP�DOO�GLIIHUHQW�PDMRUV��,W�LV�VLJQL¿FDQW�WR�PDNH�VWXGHQWV�XQGHUVWDQG�ZKDW�WKH�FODVV�LV�DERXW�DQG�LQWURGXFLQJ�ZKDW�NLQG�RI�RXWFRPH�ZH�H[SHFW�IURP�WKHP��,Q�WKH�EHJLQQLQJ�RI�WKH�FODVV��ZH�WRRN�WKH�VWXGHQWV�WR�WKH�VFKRRO�JDOOHU\�ZKHUH�IXUQLWXUH�VWXGHQWV¶�ZRUNV�ZHUH�H[KLELWHG�DQG�JDYH�WKHP�DQ�LGHD�RI�ZKDW�our department works were like, and what the class will be about. Also, we took the students to the material OLEUDU\�DQG�SLFWXUH�OLEUDU\�WR�¿QG�LQVSLUDWLRQDO�VRXUFHV��,QIRUPLQJ�WKH�VWXGHQWV�DERXW�WKH�SRVVLELOLWLHV�WKH\�KDYH�is important in the students’ ideation and it broadens their creativity. During the teaching practice, I learned that communicating with students is important in the concept development stage. Some students were struggling because they didn’t know what they want to do with a given subject, and I realized it is the instruc-tors’ job to catch the students’ interest and guide them to go through the whole process.

I remember one student who had a keen sense of observation, but was unaware of this. During the course, we asked students to go out and observe how people acted when they were sitting, and how the environment or the surroundings affected a person. The student not only saw what the persons’ actions were, he was reasoning about the persons’ behavior and therefore came out with many different possibilities of design. I advised the student DERXW�KLV�VWUHQJWK�DQG�KRZ�LW�FDQ�EH�DSSOLHG�LQ�RWKHU�DUHDV�WKDW�KH�ZDQWHG�WR�H[SORUH�LQ�WKH�IXWXUH��It is impor-WDQW�WR�DGYLVH�VWXGHQWV�WR�¿QG�WKHLU�VNLOOV�WR�GLIIHUHQWLDWH�WKHPVHOYHV�IURP�RWKHUV�

As an instructor, it is important to consider how my words can affect students and always keep in mind what motivates the students to think. Without thinking, the design becomes soulless. My goal as a teacher is to focus on students’ critical thinking by asking ‘why’. Giving a reason to their design makes the object alive and eventually it can affect the living. Design is another language to communicate with society and users. The message they want may want to say as a designer is their identity and when people read the design, they can be moved.

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Course Description I

INTRODUCTION TO FURNITURE DESIGN - Basic techniques in western through eastern wood working

Undergraduate Level, Spring 2015Non Majors Electives / 8 students total3 creditsMonday 1:00 p.m - 6:00 p.mMetclaf, WoodshopLab fee : $150Estimated material cost : $200

Instructor

Ryung Kimrkim02@risd.edu2I¿FH�KRXUV���7%$

Course Description

Every day life, we are surrounded by furniture pieces. They don’t only bring comfort to us, they breath in our environment and engage with us. By leaning how furniture are designed and made, students can have a different perspective on their living environment and think how furniture design can give an effect on it.

This course will focus on introducing basic wood working skills by using hand tools to produce a furniture piece. 7KH�FRXUVH�ZLOO�EH�GLYLGHG�LQWR�WZR�VWDJHV��¿UVW�LV�OHDUQLQJ�KRZ�WR�GHYHORS�D�FRQFHSW�DQG�DSSO\�RQ�DFWXDO�SLHFH�E\�sketching and model making. Students will be introduced different furniture pieces during different eras between HDVWHUQ�VW\OH�DQG�ZHVWHUQ�VW\OH�ZLWK�LPDJH�VOLGHV�DQG�FRQWH[WV��6WXGHQWV�FDQ�FKRRVH�D�VSHFL¿F�WHFKQLTXH�WKDW�WKH\�ZDQW�WR�H[SORUH�WKURXJK�WKHLU�LQGLYLGXDO�SURMHFWV��

The second stage will be focused on learning the structure of table and stool design and wood working tech-QLTXHV��,Q�WKLV�WHFKQLFDO�VWXGLR��VWXGHQWV�ZLOO�H[SORUH�HQJLQHHULQJ�PHWKRGV�WKURXJK�URFNLQJ�FKDLU�H[HUFLVH�DQG�move on to real woodworking with using hand tools.

During the semester, students will produce two piece of furniture, one is a mini stool and the other is a table GHVLJQ�ZKLFK�LV�WKH�¿QDO�SURMHFW��6WXGHQWV�ZLOO�SUHVHQW�WKUHH�GLIIHUHQW�GHVLJQ�LGHD�VNHWFKHV�RI�WKHLU�RZQ��IRU�HDFK�projects and will be ask to improve one idea through scale model making. This is a hands-on class and will be SURGXFH�RQH�VFDOHG�PRGHO�DQG�RQH�IXOO�VFDOH�IRU�¿QDO�SURMHFW��(QG�RI�WKH�FODVV��VWXGHQWV�ZLOO�KDYH�D�NQRZOHGJH�on basic woodworking and techniques, also the value of hand made furniture.

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Course Description II

OBJECTIVE DRAWINGS TO PERSONAL DRAWINGS - Technical drawings to instruction drawing

Undergraduate Level, Fall Semester 2015Majors Electives / 14 students total3 creditsMonday 1:00 p.m - 6:00 p.mProv /wash room# 211Estimated material cost : $200

Instructor

Ryung Kimrkim02@risd.edu2I¿FH�KRXUV���7%$

Course Description

'UDZLQJ�LV�D�VHFRQGDU\�ODQJXDJH�WKDW�SHRSOH�FDQ�FRPPXQLFDWH��+RZ�PDQ\�WLPHV�\RX�H[SHULHQFHG�ORRNLQJ�DW�D�instruction manual drawings rather than reading the instruction description? Not only it is easier to understand, EXW�VRPHWLPHV�LW�LV�PRUH�DFFXUDWH�WKDQ�D�ZULWWHQ�WH[W��In design, drawings have to contain certain information about the product that is describing. Informations for the design engineer, for the production manager, and for the user etc. Technical drawings to characteristic drawings, WKLV�FRXUVH�ZLOO�IRFXV�RQ�OHDUQLQJ�GLIIHUHQW�W\SHV�RI�GUDZLQJ�RQ�IXUQLWXUH�SURGXFW�GHVLJQ��'XULQJ�WKH�¿UVW�KDOI�RI�WKH�FRXUVH�VWXGHQWV�ZLOO�OHDUQ���GLPHQVLRQDO�GUDZLQJV�E\�H[SORULQJ�GLIIHUHQW�WHFKQLTXHV�DQG�ZLOO�SURGXFH�KDQG�drawing, computer drawing and pen drawings. Students will learn how to draw drafts by using simple drawing tools. Students will also be introduced to Auto CAD 2D which is a computer based drawing software. Students will be ask to draw a dimension drawing of the furniture piece they created and render it on their creative way. For the second half of the course, students will learn non-technical drawings as concept sketching, free hand drawing and manual drawings. Unlike technical drawings, there contains more room to show their personality on non-technical drawings and during this course students will learn how to develop their own drawing skills. As a drawing class, students will produce multiple drawings by using different skills. End of the course students will have two drawings which one is a technical drawing of their own furniture piece and the other is non-tech-nical drawing that can represents their character and their drawing skills. Students will visit the RISD special FROOHFWLRQ�IURP�WKH�OLEUDU\�WR�VHH�H[DPSOHV�RI�GUDZLQJV�GXULQJ�WKH�FRXUVH�

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Proposing Syllabus

STORYTELLING THOUGH DESIGN - A Conceptual approach to product design

Undergraduate Level, Spring Semester 2015Majors Electives / 14 students total3 creditsFriday 1:00 p.m - 6:00 p.mProve /wash Room# 211Estimated material cost : $200

Course Description

Objects have developed to improve human life to be more convenient. Besides the digital part, is there any room left for furniture or products to improve human life? Is the only purpose of designing an object to give comfort? As a living being, we always interact with objects. They live and breathe in our environment, engage with the XVHU�DQG�WKHLU�H[LVWHQFH�FRPIRUWV�SHRSOH�QRW�RQO\�DV�D�WRRO�EXW�DV�D�FRPSDQLRQ��7KH�REMHFWV�ZH�RZQ�WHOO�XV�D�VWRU\�of our memory and speaks of whom we are. This course will focus on developing the conceptual part of product design and think about mental comfort that an object can give to people.Students will be asked to think how design can engage with human emotions and how it can give a certain effect. At the beginning of the course, students will be asked to think of special objects they own, and think what makes the object special, what makes it personal and how can the subject relate and become universal? The emotions people feel when they interact with an object are all different but can be shared. Students will be asked to think personal feelings and through several group discussion, students will develop the personal emotions they felt into a universal situation and apply that to a design. In product design, the functionality takes huge importance as well as an aesthetic part of the design. The second half of the semester, will be focused on the relationship between utility of an object and the behavior that a per-son does using the object. It will be a research driven inquiry into how the visual gives an impact on person’s action and how the design limits or invites the user to interact with an object. This task will help students to think of the relationship between the user and design and further more, the language that a visual affect can say. In the end of the semester, students will produce a model of a product they designed.

Course Purpose / Aims

- To give an opportunity to think about the purpose of an object an the history of development of it. - To understand the process of concept based product design. - To broaden ones’ concept ideas and perspectives through group discussion and articulate into design. - To give an opportunity to see one’s development through the semester by documenting their work every week.

Instructor : Ryung Kim rkim02@risd.edu2I¿FH�KRXUV���7%$

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Course Objectives

Through a body of work which shows : - two scaled models for short term project each 20%��RQH�DFWXDO�VFDOH�ZRUNLQJ�PRGHO�IRU�WKH�¿QDO�SURMHFW��� � � � � � ���There are four standards which will be evaluated and each will take 25% on each projects. 1. Ability of fabricating high quality of working model 2. An understanding the process of developing intangible idea to an actualized model � ���$Q�XQGHUVWDQGLQJ�RI�XVDJH�RI�GLIIHUHQW�PDWHULDOV�DQG�IROORZLQJ�H[SHULPHQWV� 4. An understanding of contemporary design and differentiating their design (creativity) Through critiques and group discussions, students will have an ability to demonstrate their ideas in a more effec-tive way by using different medias in an limited time. 5%Time management and planing their time schedule in completion of assignments. 5%$Q�LGHD�VNHWFK�ERRN�WKDW�UHÀHFWV�VWXGHQWV�LGHDWLRQ�SURFHVV�GXULQJ�WKH�VHPHVWHU��� � � ���

Methods

Demos - Introducing new projects� � ��'HPRQVWUDWLRQ�RQ�LQGLYLGXDO�H[HUFLVH - Presentation on materials. - Presentation on free hand sketches & rendering - Basic process on model making.$VVLJQPHQWV�� ��2QH�LQGLYLGXDO�H[HUFLVH - One individual sketch book students have to turn in on the end of the semester. - Two short-term(each 4 weeks) Projects - One long-term(6 weeks) ProjectCritiques - Two in-class critiques for each short-term projects. � � ��)LQDO�&ULWLTXH�IRU�WKH�¿QDO�UHYLHZ�ZLWK�YLVLWLQJ�DUWLVW�V���/RFDWLRQ�ZLOO�EH�DQQRXQFHG�GXULQJ�� semester. Meetings - For every projects, there will be at least one individual meeting with the instructor.Outside visits - Museum visit - Material Library visit

Critique Criteria

&RPPXQLFDWLQJ�ZLWK�\RXU�ZRUN�DQG�ZLWK�RWKHUV�LV�D�FULWLFDO�FRPSRQHQW�RI�EHLQJ�D�SURGXFW�GHVLJQHU��%\�H[SODLQ-LQJ�DQG�JHWWLQJ�IHHGEDFN�IURP�SHHU�ZLOO�EURDGHQ�RQH¶V�SHUVSHFWLYH�DQG�ZLOO�EHQH¿W�VWXGHQWV¶�ZRUN��6WXGHQWV�ZLOO�need skills to present their ideas & works in a clear and concise way. During the course, there will be presenta-WLRQV�LQ�WKH�UHVHDUFK�DQG�LGHDWLRQ�VWDJH��JURXS�FULWLTXHV�DQG�ODUJH�FODVVURRP�GLVFXVVLRQ�IRU�WKH�¿QDO�UHYLHZ�ZLWK�visiting critics. For the student, the course will provide several group discourse among peers with the instructor DQG�VWXGHQWV�ZLOO�SUHSDUH�D�KLJK�TXDOLW\�SUHVHQWDWLRQ�IRU�WKH�¿QDO�UHYLHZ���

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Grading/Assessment

Attendance, participation and quality of completed work will be criteria for grading. Attendance is mandatory at DOO�FODVV�VHVVLRQ�XQOHVV�LW¶V�D�UHDVRQDEOH�H[SODQDWLRQ�IRU�DEVHQFH��(DFK�XQ�H[FXVHG�DEVHQFH�ZLOO�ORZHU�\RXU�JUDGH�E\�RQH�OHYHO�H[��IURP�$�WR��$���)DLOXUH�WR�¿QDO�FULWLTXHV�DQG�JUHDWHU�WKDQ�WKUHH�XQH[SODLQHG�DEVHQFHV��EDULQJ�H[WHQXDWLRQ�FLUFXPVWDQFHV�ZLOO�UHVXOW�LQ�D�IDLOLQJ�JUDGH�IRU�WKH�FRXUVH��4XDOLW\�LV�HQVXUHG�E\�RQH¶V�DELOLW\�WR�FRP-plete the assignments with attention to intension of the design, detail, creativity, craft and process development.

Short-term Project I 20%Short-term Project II 20%Final Project 40%Documentation of individual work (sketch book) 10%Participation / engagement and attendance 10%

Course Bibliography

Suggested readingsKenya, Hara. Designing Design, Lars Muller;2nd printing edition, 2007Kenya, Hara, White, Lars Muller, 2009Munari, Bruno, Design As Art, Penguin Global, 2009Klemp, Klaus/Ueki-Polet, Keiko, Less and More: The Design Ethos of Dieter Rams, Gestalien; Bilingual edi-tion, 2011Shaughnessy, Adrian, How To Be a Graphic Designer Without Losing Your Soul, Princeton Architectural Press, 2005

Studio Materials

The following items are required materials that should be purchased by the second day of the course. The sketch book will be collected in the end of the semester and will be a part of the grade.

- Sketch book (the size should be bigger than 4” by 6” - Drawing material as pencil, pen, color pencils etc. - Model making materials will be introduced during class.

*Most of the materials are available to purchase on RISD store/3D store /Home Depot/ Utracht/ Jerries Artarama

Studio Safty

� ���,Q�WKH�¿UVW�GD\�RI�FODVV��WKHUH�ZLOO�EH�D�VKRUW�WRXU�RI�WKH�VWXGLR�WR�VKRZ�VWXGHQWV�WKH�KD]DUGRXV�DUHD�DQG� supplies in the classroom. - During class, there will be demonstration on proper ways to use / store / dispose materials. - Phone, First Aid Kit and Material Safty Data Sheets are in every class room. - No smoking in studio. - No undergrad students are allow to work in the shop after 11pm. - No undergrad students are allow to use any machine when there is no monitor in duty. - In any emergencies, call public safety.

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Course Schedule

Week 1

Week 2

Week 3

Week 4

Week 5

In class : Introduction of the course Short studio trip - intro about safety & health���������������,QWURGXFH�H[HUFLVH� Work session during rest of the class Introduce to short-term project I

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Assignment : Bring in one object which is special to the individual (see the assignment sheet)

In class : Student presentation about the individual object Discussion in three groups Demonstration on different model making materials����������������H[��IRUP��DUFKLWHFWXUH�PRGHO�ZRRG��SODVWLF��HWF�� Resource : Material Library visit during class

$VVLJQPHQW���,GHD�VNHWFKHV�ZLWK�HYLGHQFH�RI�H[SHULPHQWV��PDWHULDO�studies, mequettes.

In class : Student presentation about idea sketches and material � ��H[SHULPHQWV�� Instructor’s presentation about process development Individual meeting with the instructor Three group discussion about ideation

Assignment : complete short-term project I

,Q�FODVV���,QWURGXFWLRQ�WR�JURXS�H[HUFLVH���FDUGERDUG�URFNLQJ�FKDLU Selecting group (in pair) Discussion about design

Review : Short-term project I in-class critique with peer

$VVLJQPHQW���,GHD�VNHWFK�IRU�WKH�JURXS�H[HUFLVH����������������������3UHSDUH�PDWHULDOV�IRU�QH[W�FODVV

In class : Instructors’ presentation about structure for rocking chair Work session during class $VVLJQPHQW���&RPSOHWH�JURXS�H[HUFLVH�

Learning outcome

�� ([SORUH� GHVLJQV� ZKLFK� DUH� VSH-FL¿F�IRU�FHUWDLQ�WDUJHW���VHH�H[HUFLVH�sheet)

Learning outcome

: Reasoning on why objects are spe-cial: Introduced to new materials

Learning outcome

: Leaning about what is storytelling: Individual Idea discussion and fabrication with the instructor.

Learning outcome

: Getting feedback on individual ideas

Learning outcome

: structures in chair design

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Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

In class : Introduction to short-term project II Instructors’ presentation ���������������'HPRQVWUDWLRQ�RQ�XVLQJ�GLIIHUHQW�¿QLVKHV����������������H[���RLO��ZD[��SDLQW��SULPHU��SDWLQD��HWF��

5HYLHZ���*URXS�GLVFXVVLRQ�RQ�JURXS�H[HUFLVH�

Assignment : Idea sketches and resources for the project

In class : Students presentation about concept & idea sketches Discussion in three groups Sign-up meeting with instructor

Assignment : research & idea development

In class : Work session Individual meeting

Resource : Museum visit

Assignment : Complete short-term project II

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Review : In class critique on short-term project II

In class : Students presentation on research related to project Instructors’ presentation about contemporary product design Demonstration on scales

$VVLJQPHQW���,GHD�VNHWFKHV�DERXW�¿QDO�GHVLJQ

,Q�FODVV���3UHOLPLQDU\�SUHVHQWDWLRQ�RI�FRQFHSW�IRU�¿QDO�GHVLJQ Discussion in three groups Sign-up meeting with the instructor

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Learning outcome

��/HDUQLQJ�RQ�GLIIHUHQW�¿QLVKHV: Reviews on different rocking chairs

Learning outcome

: Feedback on ideas

Learning outcome

: Researching sources to subject: Introduced to contemporary de-signs

Learning outcome

: Feedback on individual design

Learning outcome

: Input on contemporary design with images: Different scale models and follow-ing effects

Learning outcome

: Feedback on initial idea

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Week 13

Week 14

In class : Demonstration on usage of selective material (in students request) Work session Individual meeting with the instructor

Assignment : Complete Final project

Review : Final critique with visiting artist (location will be announced during class)

Learning outcome

��/HDUQLQJ�RQ�GLIIHUHQW�¿QLVKHV: Reviews on different rocking chairs

Learning outcome

: Feedback on individuals’ idea

Week 12 In class : Demonstration on usage of selective material & tools (in students request) Work session Individual meeting with the instructor

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Learning outcome

: Feedback on ideas & process: Introduction to new material & tool

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Short-term Project 1: Inspiration from sentiment (4 week)

Description: Students will be asked to bring in any object they own that are special to themselves and during the class students will share the story behind with other classmates. Students will break down the elements of the REMHFW�WR�WKH�UHDVRQ�ZK\�LW¶V�VSHFLDO�WR�WKHP��,W�FRXOG�EH�KLVWRU\�EHKLQG�LW��GLVWLQFW�IXQFWLRQ�RI�WKH�REMHFW��WH[WXUH�RI�WKH�REMHFW��WKH�DHVWKHWLF�SDUW�RI�LW�DQG�HWF��)HHOLQJ�LV�DQ�DEVWUDFW�HPRWLRQ�WKDW�LV�KDUG�WR�EH�H[SODLQHG��%\�EUHDN-ing down the object into concrete elements and researching why the object became distinctive, students will have PRUH�FOHDU�LGHD�WR�SXW�DQ�DEVWUDFW�LGHD�WR�DQ�REMHFWLYH�FRQWH[W��%DVHG�RQ�WKH�UHVHDUFK��VWXGHQWV�ZLOO�EH�DVNHG�WR�¿QG�DQRWKHU�REMHFW�WKDW�WKH�HOHPHQW�FDQ�EH�DSSOLHG��7KH�REMHFW�FDQ�EH�UHODWH�WR�WKH�IXQFWLRQ�RI�WKH�REMHFW�LWVHOI�RU�LW�FRXOG�EH�LQVSLUHG�IURP�WKH�UHVHDUFK��)RU�H[DPSOH��LI�WKH�VSHFLDO�REMHFW�LV�D�UDEELW�GROO�WKDW�WKH�SHUVRQ�KDG�LW�IRU�20 years, the reason why it’s special will be personal history. Students will ask how come the rabbit doll became VSHFLDO�DQG�QRW�DQ�GRJ�GROO��:KDW�LV�WKH�HOHPHQW�EHKLQG�LW"�,I�LW¶V�D�VRIWQHVV�IURP�WKH�WH[WXUH�RI�WKH�UDEELW�GROO��WKHUH�ZLOO�EH�UHODWHG�VXEMHFWV�IURP�LW��:KDW�RWKHU�WH[WXUH�LV�VRIW�DQG�JLYH�FRPIRUW"�,W�FRXOG�EH�D�SDSHU�ZKLFK�KDV�ORWV�RI�¿EHUV��$QG�ZKDW�LV�WKH�SXUSRVH�RI�WKH�UDEELW�GROO"�,W�ZDV�D�WR\�IRU�WKH�SHUVRQ�LQ�WKHLU�FKLOGKRRG�EXW�QRZ�it’s not. Is there a object that an adult can remind his childhood? Diaries? Picture albums? Furniture? 7KHUH�DUH�PDQ\�SRVVLELOLWLHV�WKDW�FDQ�EH�H[SORUHG�IURP�D�SHUVRQDO�VXEMHFW�DQG�DSSO\�LW�WR�XQLYHUVDO�GHVLJQ�WKDW�many people can sympathize. This project is to provide an opportunity to students to think about their emotions and apply it to a design and make other people feel that emotion.

Aims To have a better understanding on the conceptual part of design� ([SORUH�DEVWUDFW�IHHOLQJV�IURP�PDWHULDOV�WH[WXUH�DQG�FRQWH[WXDOL]H�LW��

Objectives & Competency

1. Usage of the proper material and the quality of the outcome. 25%� �%DVLF���&OHDQ�DQG�¿QLVKHG�RXWFRPH���1R�VWUXFWXUH�HQJLQHHULQJ�SUREOHPV�� /Advanced : A design requires special technique as transformable and the model demonstrates it. 2. The process of developing initial idea (item) to a new product. 25%� �%DVLF��0RUH�WKDQ���GLIIHUHQW�LGHDV�DQG�PRUH�WKDQ���UH¿QHPHQW�RI�RQH�LGHD�EXW�QR�UHODWHG�UHVHDUFK�� /Advanced: Same amount of basic. Related research materials about the object and the target. 3. Ability to translate personal sentiment to universal understanding and the application. 25% /Basic: Final design which shows the relationship between the initial model and the outcome. /Advanced: Distinct idea from other designs. A design that can be manufactured. ���$ELOLW\�WR�UHVHDUFK�SURSHUWLHV�RI�GLIIHUHQW�PDWHULDOV�DQG�H[SHULPHQWV�RQ�LW� � � � ��� /Basic: More than 3 material samples.� �$GYDQFHG��0RUH�WKDQ���PDWHULDO�VDPSOHV�DQG�WKH�¿QDO�RXWFRPH�LW�VKRZV�ZHOO�DSSOLFDWLRQ�RI�WKH�� �� H[SHULPHQW�

Project Description

STORYTELLING THOUGH DESIGN: A Conceptual approach to product design

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Project Schedule

Week 1 Bring in the object or picture of the object (in case if the student can not bring it in to class) Present the object in front of peers and share the story. Deiscussion ideas in three groups. Material Library visit� � $VVLJQPHQW���'LVFRPSRVH�WKH�REMHFW��UHVHDUFK��H[SORUH�PDWHULDOV���LGHD�VNHWFKHV

Week 2 During class Students will present their ideas with sketches and models. Review : discuss ideas in a group Developing idea based on the discussion that the student had� � $VVLJQPHQW����UH¿QH�GHVLJQ��PDWHULDO�H[SORUDWLRQ

Week 3 Individual meeting with the instructor and discuss about ideas. Students will be prepared with idea sketchs, materials, mequettes and etc. Work day Assignment : Complete Project

Week 4 Review in class with peers

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STORYTELLING THROUGH PRODUCT DESIGN : A conceptual approach to product designRhode Island School Of DesignSpring 2015FURN / 3 creditsRyung Kim

Mid-course Feedback FormCourse Goals : - To give an opportunity to think about the purpose of an object an the history of development of it. - To understand the process of concept based product design. - To broaden ones’ concept ideas and perspectives through group discussion and articulate into design. - To give an opportunity to see one’s development through the semester by documenting their work every week.

3OHDVH�¿OO�RXW�WKH�IROORZLQJ�IRUP�IRU�IHHGEDFN�ZLWK�UHJDUGV�WR�WKH�¿UVW�KDOI�RI�WKH�VHPHVWHU��7KLV�IRUP�ZLOO�KHOS�the instructor adjust the class to the needs of the studio. For scale 4 = the most successful and 1 = the least suc-cessful

CLASS

01/ What activities (i.e - instructors presentation, museum visit, group discussions, etc.) do you think the most helpful in your idea development and why?

02/ Do you think having a deep understanding about a concept of a design is critical?

03/ Does the assignments allowed a greater understanding on design? If not, please describe the reason and other ways to have a better understanding of designing.

04/ How well does this class meet your needs to further your knowledge about conceptual design? 4 3 2 1

PROFESSOR

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06 / Is the instructor giving helpful feedback or not?

07 / Does the amount of materials that the instructor is introducing are helpful or not enough?

08/ How well does the instructor follow the syllabus for productive class time? 4 3 2 1

Feedback Form

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STUDENT

09/ What area in studio do you feel like you could improve upon?

10/ What stage of development are you currently struggling with?

11/ What part of the class do you think is most helpful for you?

OTHER COMMENTS:

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Project Assessment Rubric

Shrot-term project I, II

Final Project

Documentation of individual work (individual sketchbook)

Participation / Engagement

outcome quality

Process development

experiments in materi-als / forms / etc.

creativity in design

outcome quality

Process development

experiments in materi-als / forms / etc.

creativity in design

Excellent

Excellent

+ 100 page

Great

5

10

10

10

10

10

10

5

5

5(Each project is total 20points)

(Total 40 points)

(Total 10 points)

(Total 10 points)

* Participation will be mesured during group excercise, group discussions, presentations and critiques.

Good

Good

+ 60 page

Good

4

8

8

8

8

8

8

4

4

4

Average

Average

+ 40 page

Do not participate

3

6

6

6

6

6

5

3

3

3

Poor

Poor

+ 20 page

2

4

4

4

4

4

2

2

2

Not acceptable

Not acceptable

Less than 20 page

0

0

0

0

0

0

0

0

0

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A / above 90 points

B / between 75 - 89 points

C / between 60 - 74 points

F / lower than 60 points

Projects that shows student’s critical thinking relates to the subject matter and high quality of outcomes. The documentation note shows strong evidence of progression in the development of design skills and conceptual abilities. Great participation during group discussion and attendance in group reviews, commu-nication with the instructor regarding to the class.

All of the assignments turned in on time. Good quality of project outcomes but lack of critical thinking and process development or class engagement.

Late turned in assignments. Decent quality of the outcome, poor engagement in class or absence in class more than two times. Missing process documents.

No out comes, absence in class more than three times.