|Politecnico di Torino|
|Academic Year 2016/17|
1st degree and Bachelor-level of the Bologna process in Design And Visual Communication - Torino
In the design experience of WHAT CAN WE DO, compared to an ambit of broadened investigation, the designer works in collaboration with different skills in constructing a design scenario in which social, cultural, ethical, biological and technological values are accumulated contextually and systematically, in order to make a critical mass. The goal of this figure is to define the new types of product or product systems that bear in mind the various demands of use, in the various technologies available and of the relative environmental fallout.
The teaching lasts six months and is held in the 1st teaching period of the II year.
Expected learning outcomes
The scenario designer sets the future using design to favour and increase the environmental, physical and social quality of the places and of production and transformation processes; during the teaching experience, the student should acquire cultural and technical-methodological skills as well as a wider awareness of his role and the professional, ethical, social responsibilities of the profession.
The knowledge necessary to act effectively in complex contemporary design processes are relative to the design methodology of POLYTECHNIC DESIGN and more specifically to the dimension of the management and development of the project in a context of full and complex study.
Further knowledge of individual disciplinary contributions is acquired at the base of the scenario study; these contributions have to do with the acquisition of knowledge of the cognitive processes and of the perception of the product, knowledge of available technology and management of environmental fallout in a viewpoint of sustainable development, knowledge of techniques to virtually represent the project and the product in a perspective of production and communication.
This course will allow the student to mature his ability in defining the development perspectives of the product system starting from a tacit or explicit question of design: this occurs through the progressive acquisition and discussion of the sensitive and determining information, linked to the uses involved, the material, technological and cultural resources available. The scenario designer will in any case be able to define new production ambits, new types of product and service, as well as give shape to the relative supply chains of value and matter, in an aware and responsible way.
During the Laboratory, the student is required to acquire specific abilities such as: critical abilities, analysis and interpretation of the context; decision-making abilities and the ability to take on professional, social and environmental responsibility; the ability to work in collaboration with different disciplinary skills, interpreting and finalising the value of them. Also in this case, the abilities to manage complex design processes go hand in hand with more disciplinary abilities such as the ability to model virtual scenes, the ability to orient design choices with environmental sustainability performances and the ability to understand and manage sensorial relationships between the mind and artefacts.
Prerequisites / Assumed knowledge
We require a basic knowledge of the tools of two-dimensional and axonometric technical representation of the design project and a preparation, even ongoing, on the methodological processes of the demand-performance method of industrial design. We expect the student to be able to deal with the laboratory experience with the suitable methodological and cultural knowledge, matured in the previous design laboratory in the first year of the course.
Regarding the project themes, which each year are different and linked to collaborations with economic and social realities of the territory, the student will deal with the design process defining tangible and non-tangible product design proposals, fortified by the contributions of the laboratory disciplines.
DESIGN 2 (6CFU, 60 hours)
During the course, the student will be taught to: define, in a progressively independent decision-making way, the outline of the requirements and performance of the product system, identify the contextual problems and formalise a design proposal. This will occur through the "methodological stages" of industrial design that include definition of the work ambit, construction of the scenario, determination of project guidelines, design development with attention to the user, environmental compatibility and industrialisation and graphic and textual representation useful for the communication of the same.
VIRTUAL MODEL AND RENDERING (6CFU, 60 hours)
The course aims to supply the student with the technical-methodological tools that precede the geometric description of the shape, its representation and the different methodologies of 3D virtual modelling and creation of the three-dimensional scene. The student will organise and create the entire object modelling process, from analysis to formation, making choices on the methods of optimal modelling up to the output, virtual or real depending on the specific needs. In particular, the student will acquire knowledge on the main techniques of texture mapping and the parameters that define a material’s interaction with light. At the same time, the student will mature the ability to model a three-dimensional scene through polygons and parametrical surfaces, to define material for a virtual object, to apply parametric textures and images like pictorial attributes to the objects.
ENVIRONMENTAL REQUIREMENTS OF THE PRODUCT (6CFU, 60 hours)
The course aims to encourage the student to be sensitive to environmental problems and acquire ecodesign guidelines, to apply communication products or complex systems to the entire life cycle of the products, be they objects or services. At the end of the course, the student will have acquired the following skills: knowledge and management of the environmental impact relating the entire life cycle of the products/services/systems; use of appropriate methodologies to reduce environmental impact; balancing of the "3P" for the pursuit of Sustainable Development.
COGNITIVE ERGONOMICS FOR DESIGN (6CFU, 60 hours)
Cognitive ergonomics is a branch of general psychology that studies the cognitive processes regarding constraints and opportunities of sensorial perception. These basic elements are the crux on which part of the design of objects and their interfaces is organised. The study then focused on the relationship that constantly develops between the human mind and artifacts that surround us to understand how best to optimize their use. The student will deal with automated processes that regulate actions with low cognitive resources and the cognitive processes that recall actions of high cognitive resources; the identification of sensorial priorities of an object or an interface and the study of the individual sensorial methods applied to planning and design.
The laboratory is made up of four disciplines (6CFU each) organised in lessons and brief exercises (4CFU) plus an in-depth contribution (2CFU) given to the laboratory macro-exercise that is activated and coordinated by the "Design 2" course.
Each discipline is organised in lessons and exercises, and exams, or rather revisions and classroom discussions (individual or group) of the exercises undertaken.
The ability to present clearly and effectively and to discuss the developed products is considered an important training element that the laboratory promotes in its students, as it is an indispensable component in the real processes of consultation and negotiation that accompany the definition and actuation of complex design programmes.
Texts, readings, handouts and other learning resources
Summary of the topics undertaken, copy of the slides and other material illustrated/used during the lessons (in paper and computer form), as well as documents used for the overall organisation of the teaching activities will be available on the teaching portal or supplied to the students directly in the classroom.
The following are reference texts for the individual disciplines:
- Celaschi F., Deserti A., Design e innovazione, Carocci Editore, Rome, 2007
- Bistagnino L., Design con un futuro, Time & Mind editore, Turin, 2003
- Germak C. (a cura di), L'uomo al centro del progetto, Allemandi, Turin 2008
- Germak C. De Giorgi C., Piemonte Turin Design, Electa, Milan 2006
- Lupo E., Campagnaro C. (a cura di), International Summer School. Designing Connected Places, Editrice Compositori, Milan 2009 (e-book caricato sul portale della didattica)
- Mari E., La valigia senza manico, Bollati Boringhieri, Turin, 2004
- Manzini E., Jegou F., Quotidiano sostenibile. Scenari di vita urbana, Edizioni Ambiente, Milan, 2003
- Munari B., Da cosa nasce cosa, Laterza. II Edizione 'economica Laterza', Bari, 2010
- Norman D. A., La caffettiera del Masochista. Psicopatologia degli oggetti quotidiani, Giunti Editore, Florence, 2009
- Peruccio P., Investigare il design, Time & Mind press, Turin http://www.polito.it/didattica/disegnoindustriale/PAGINE%20SITO/books.html
- Testa A.M.(a cura di), La creatività a più voci, Editori Laterza, Rome-Bari, 2005
- Thackara J., In the bubble. Design per un futuro sostenibile, Allemandi, Turin, 2008
- Vezzoli C., Manzini E., Design per la sostenibilità ambientale, Zanichelli, Milan, 2007
ENVIRONMENTAL REQUIREMENTS OF THE PRODUCT
- Barbero S. Cozzo B., Ecodesign, Ullmann, 2009
- Bistagnino L., Il guscio esterno visto dall'interno, Casa Editrice Ambrosiana, Milan 2008
- Bistagnino L. Il Design Sistemico, Slow Food Editore, Bra (CN) 2011 (e-book in vendita on line). 2011
- Bologna G., Manuale della sostenibilità. Idee, concetti, nuovo discipline capaci di fu¬turo. Edizioni Ambiente, Milano, 2009.
- Brunazzi G., Parisi S., Pereno A., The importance of packaging design. Springer, Berlino 2014
- Munari B., Good Design, Corraini Edizioni, Mantova, 2015 (5° ediizone).
- Steffen A. (a cura di), World Changing. A user’s guide for the 21st century, Abrams Inc, New York, 2006.
- Tamborrini, P., Barbero S., (Ed.), Il fare ecologico. Il prodotto industriale e i suoi requisiti ambientali, Milan, Italia Edizione Ambiente, Milan , 2012
- Tamborrini P. (a cura di), Design Sostenibile, Milan, Electa, 2009
- Vezzoli C., Veneziano R., Pratiche sostenibili. Itinerari del design nella ricerca italiana, Alinea Editrice, Florence, 2009.
VIRTUAL MODEL AND RENDERING
- Siddi F., Grafica 3D con Blender, Apogeo, 2010.
- Fanchini R., Rhinoceros. Guida all'uso, Edizioni FAG Srl, 2006
- Folley J. D., Van Dan A. , Feiner S., Hughes J. F., and Phillips R. L., Introduction to Computer Graphics, Addison-Wesley
- Watt A., 3D Computer Graphics, Addison-Wesley
- Blender tutorials: http://www.blender.org
COGNITIVE ERGONOMICS FOR DESIGN
Buiatti E., Forma Mentis. Neuroergonomia sensoriale applicata alla progettazione, 2014
Vannoni D., Gli oggetti nella mente la mente negli oggetti, Utet 2009
Assessment and grading criteria
Regular attendance is required, also for the final grade that will be given in a single exam mark. The activities carried out will undergo intermediary evaluations, both mono-disciplinary and in seminars covering all subjects. Said intermediary evaluations will go towards the final grade, based on the presentation and discussion of final examination papers (written and graphic).
Laboratory activities are carried out by students in groups, but each student will be given an individual result (expressed with a single grade), which will take into consideration the intermediary mono-disciplinary and seminar evaluations (written, oral, graphic), the evaluation of the presentation and discussion of the final examination papers, as well as individual participation in the task and the presentation.
Programma definitivo per l'A.A.2016/17