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Politecnico di Torino
Academic Year 2017/18
02NBWPN
Scenario Design
1st degree and Bachelor-level of the Bologna process in Design And Visual Communication - Torino
Teacher Status SSD Les Ex Lab Tut Years teaching
Campagnaro Cristian ORARIO RICEVIMENTO A2 ICAR/13 10 50 0 76.5 9
Sanna Andrea ORARIO RICEVIMENTO AC ING-INF/05 60 0 0 21 8
Bicocca Miriam       30 30 0 39 1
Buiatti Eleonora ORARIO RICEVIMENTO     20 40 0 39 9
Camorali Carlo       60 0 0 21 4
Sframeli Claudio       60 0 0 21 4
SSD CFU Activities Area context
ICAR/13
ICAR/13
ICAR/13
M-PSI/01
6
6
6
6
B - Caratterizzanti
B - Caratterizzanti
B - Caratterizzanti
B - Caratterizzanti
Design e comunicazioni multimediali
Design e comunicazioni multimediali
Design e comunicazioni multimediali
Scienze economiche e sociali
Subject fundamentals
The goal of this course is to define cultural and technical skills in order to design new types of product or product systems that bear in mind the various demands of use, the various technologies available and of the relative environmental fallout.
The student will experience, regarding an ambit of broadened investigation, the process of collaboration with different skills in constructing a design scenario in which social, cultural, ethical, biological and technological values are accumulated contextually and systematically, to make a critical mass.
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 will acquire cultural and technical-methodological skills as well as a wider awareness of his role and the professional, ethical, social responsibilities of the profession.

KNOWLEDGE
The knowledge necessary to act effectively in complex contemporary design processes deal with the design methodology of POLYTECHNIC DESIGN and more specifically to the dimension of operating the project in a context of full and complex study.
Further knowledge of individual disciplinary contributions is acquired is 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;
• available technology and management of environmental fallout in a viewpoint of sustainable development;
• techniques to virtually represent the project and the product in a perspective of production and communication.

ABILITY
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 fields, new types of product and service;
• 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 and social 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 model virtual scenes;
• orient design choices with sustainability performances
• 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
• 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.
Contents
Regarding a wide project question, which each year are different and linked to collaborations with economic and social realities of the territory (craftsmanship and private associations), 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 (2 CFU).
• the determination of project guidelines (1,5 CFU).
• design development with attention to the user, environmental compatibility and industrialisation (1,5 CFU).
• graphic and textual representation useful for the communication of the same (1 CFU).

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.
The program is organized in different parts.
The first 3 CFU are devoted to investigating the following topics:
• Modeling of 2D shapes (0,5 CFU)
• Modeling and editing of parametric curves (0,5 CFU)
• Generation of parametric surfaces (1 CFU)
• Generation of 3D volumes (1 CFU)
The rest of the course is organized as follows:
• Polygonal modeling (1CFU)
• Materials and textures (1 CFU)
• Rendering techniques (1 CFU)

ENVIRONMENTAL REQUIREMENTS OF THE PRODUCT (6CFU, 60 hours)
The course aims at encouraging the student to be sensitive to environmental problems and master the key principles and guidelines for Sustainable Design. The student will be able to apply them to the entire life cycle of the products, whether they are objects, services, communication products, or complex systems. The topics addressed revolve around the product lifecycle and concern four main themes:
• Historical evolution and principles of the Sustainable Development. (0,4 CFU)
• Design strategies to enhance the environmental sustainability of products, services, and systems. (1,2 CFU)
• Environmental issues and challenges within the different steps of a product lifecycle, from production to transportation, to use, to disposal. The role of Design is investigated from the perspective of participatory planning and shared responsibility. (2,4 CFU)
• Communicate the environmental sustainability of products and design a sustainable communication. (0,8 CFU)
Upon completion of the theoretical training, the course includes a practical activity (1,2 CFU) where students, divided into the same groups assigned during DESIGN2, can apply the design strategies and principles of Sustainable Design to analyse an existing design case study. This is agreed at the beginning of the course with the teacher responsible for the module.

COGNITIVE ERGONOMICS FOR DESIGN (6CFU, 60 hours)
Cognitive ergonomics is a branch of General Psychology that studies the cognitive processes, concerning the limits and the potentialities of the human sensory perception. These aspects are the fulcrum on which is based part of the design of objects and their interfaces. Therefore, this discipline is focused on the relationship between the human mind and the artifacts surrounding us and finalized to understand how to optimize their use. The student will study the automated processes that regulate human actions under low levels of cognitive resources and cognitive processes that are related to actions under high cognitive resources; the student will learn how to identify the sensory priorities of an object or an interface, studying the individual sensory modalities applied to the design.
The first part of the course is focused on the general aspects of human sensory interaction with artifacts and virtual interfaces (2,5 CFU).
Subsequently, the student will deepen the five senses and their modes of operation, adaptation and action with the external world (2,5 CFU).
The course also includes a workshop where the student will learn the main creative and analytical techniques focused to generate new concepts to apply to the theme of the lab course (1 CFU).
Delivery modes
The laboratory is made up of four disciplines (6CFU each).
Each discipline is organised in lessons and exercises, and exams, or rather revisions and classroom discussions (individual or group).
Students will work in group of four persons. The groups will be asked to interact with one another about specific issues.
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 texts for the individual disciplines:

DESIGN 2
Reference books:
- 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
- Norman D. A., La caffettiera del Masochista. Psicopatologia degli oggetti quotidiani, Giunti Editore, Florence, 2009
Suggested books:
- Celaschi F., Deserti A., Design e innovazione, Carocci Editore, Rome, 2007
- 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, 201
- 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
Reference books:
Barbero S., Tamborrini P. (eds), Il fare ecologico. Il prodotto industriale e i suoi requisiti ambientali, Edizione Ambiente, Milano, 2012
- Barbero S., Cozzo B., Ecodesign, Ullmann, 2009
- Tamborrini P., Design Sostenibile. Oggetti, sistemi e comportamenti, Electa, Milano, 2009
Suggested books:
- Bistagnino L., Il guscio esterno visto dall'interno, Casa Editrice Ambrosiana, Milano, 2008
- Bistagnino L. Il Design Sistemico, Slow Food Editore, Bra (CN) 2011 (e-book in vendita on line), 2011
- Bohle S., Cause and Effect. Visualizing sustainability, Gestalten, Berlino, 2012
- Bologna G., Manuale della sostenibilità. Idee, concetti, nuovo discipline capaci di futuro. 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° edizione)
Steffen A. (ed), World Changing. A user’s guide for the 21st century, Abrams Inc., New York, 2006

VIRTUAL MODEL AND RENDERING
Reference books:
- 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
Suggested books:
- Siddi F., Grafica 3D con Blender, Apogeo, 2010.
- Fanchini R., Rhinoceros. Guida all'uso, Edizioni FAG Srl, 2006
- Blender tutorials: http://www.blender.org

COGNITIVE ERGONOMICS FOR DESIGN
Reference books:
-Buiatti E., Forma Mentis, Neuroergonomia sensoriale applicata alla progettazione, Franco Angeli Editore, Milano, 2014
-Rosemblum L.D, Lo straordinario potere dei nostri sensi, Bollati Boringhieri, Torino, 2011

Regulatory criteria and exam procedures
Assessment and grading criteria
Regular attendance is required.
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 evaluations from three disciplines and the evaluation of the presentation and discussion of the final examination papers and individual participation in the task and the presentation.

Moreover:
• The exam of the Modello Virtuale e Rendering course is a laboratory test during which students have to individually model and render a 3D object starting from a set of reference images provided by the teacher. The duration of the test is of about four hours.
• The exam of Environmental Requirements of the Product will be a written test of 90 minutes. The test consists of 6 open questions, each one has a variable score between 4 points and 6 points, for a total of 32 points (corresponding to a rating of 30 cum laude). The questions relate to the topics dealt with during the course, and the themes and case studies addressed in the reference bibliography. The objective of the test is to verify the knowledge of the topics related to Sustainable Design, the ability to connect the different subjects studied and the maturity acquired in analysing a design case study, in light of what has been learned within the course.
• The exam of .....will be a written test of 60 minutes. The test consists of 3 open questions about issues from the reference book.
• The exam of Design2 will cover the presentation of the project carried out by each group of four students. The project will be shown through the discussion of final design output (two A1 boards and A4 project book with the results of research activity toward the final project) and the model of the designed product realized in the most useful scale.

The examination mark, which is unique for the lab and individual for each student and, will be assigned at the end of the exam of Design2 course and will be the mean of each mark, at least sufficient, from the four disciplines.

Programma definitivo per l'A.A.2017/18
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