|Year of offer||Not available in 2017|
|Subject level||Undergraduate Level 2|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject will allow students to develop a range of digital and physical modelling skills through understanding material techniques of manipulation.
A series of lectures will introduce students to modelling techniques, allowing them to understand the role of descriptive geometry in the modelling environment. Students will learn about why designers make models and the difference between representational models and prototypes.
Workshop and lab sessions are hands-on, putting into practice the ideas explored in lectures. Students explore a range of techniques in the first half of the semester, manipulating material such as plaster, wood and metal, moving on to explore the workflow from digital to physical modelling.
At the end of semester, students design and prepare their own portfolio.
Intended learning outcomes
Students who have successfully completed this subject should be able to:
- Work with model making techniques to communicate design ideas and thinking;
- Work across different materials and industry standard software;
- Understand the workflow from digital to physical modelling and its translation process;
- Understand regulations for health and safety operation of workshop environment;
- Understand the role of modelling and its functions in contemporary design and practice;
- Demonstrate basic photography and portfolio layout skills;
- Integrate digital tools in presentation and communication of design ideas.
On completion of the subject, students would have developed the following skills:
- Develop an understanding of material behaviour and modelling techniques;
- Develop a familiarity and awareness of workshop environment;
- Develop skill and dexterity through making;
- Develop capacity for independent and creative inquiry into material;
- Self-directed learning and experimentation with modelling techniquesDeveloped an understanding of how such techniques are related to creative thinking.