INDUSTRIAL DESIGN ESSENTIALS
ENP 165 SYLLABUS
…Preliminary Syllabus…
COURSE INFORMATION
Course Year: Spring 2019 Course Type: Lecture & Hands on Schedule: Thursdays 6pm-9pm Location: TBD Textbook: Readings provided by instructor
Industrial Design covers the design disciplines that can be seen in close connection with industrial production technology. A holistic problem-solving process, industrial design aims on the one hand to adapt consumer goods to the users’ needs, and on the other to meet the demands of market, corporate identity and economic manufacture for the business. In the course, students will learn what techniques are used to develop design solutions and communicate them to their clients, colleagues, and partners. The teachings will emphasize how design brings value to human experiences and to the contemporary marketplace.
Expectations : With this in mind, students will be treated as industrial design professionals. developing their competence and gaining the tools necessary to communicate design thinking verbally and visually.
Class Structure : Class lectures will be structured as participatory conversations and workshops to understand the context of industrial design. Students are encouraged to ask questions. Lectures will be followed by project assignments that bring to life the lecture topic. Project assignments will be given as if from a client and should be treated not just as an exercise but as a deliverable that you would feel proud of sharing with a professional community.
Bray Lab: All students will need to complete the Hand Tools + Laser Cutter Training. This training session with include the shop’s following equipment: Hand tools, fasteners, hack saw, power drill, heat gun and laser cutter.
Class Absence: If absent for any reason, each student is responsible for connecting with Eric or Jen about the previous class’s materials and making up an assigned project.
COURSE SKETCHBOOK
Your sketchbook should be a faithful companion through the entire semester. You should use it to sketch out ideas and work through solutions. Keep your sketches quick to explore more variety and detailed to explore nuance. Test different techniques using a range of tools from pencil to marker. Cut sketches pasted into your sketchbook are not allowed.
Your sketchbook will be graded at random moments throughout the course.
CONTACTS
If you have questions, please reach out:
Eric Bogner : [email protected]
Jen Ashman : [email protected]
V07 INDUSTRIAL DESIGN ESSENTIALS
ENP 165 SYLLABUS
METRICS FOR EVALUATION
Readings : The readings are highly recommended, but not required. Each student is expected to attend all lectures and spend at least 10 hours per week on assignments and projects outside of class.
Attendance, Participation, and Engagement : You attend every class and actively engage in class discussions, group and individual activities. You share your work and provide inspiration or feedback to other students in the class. You complete classroom activities and homework on time.
Project Assignments : Most of the assignments in this course will be iterative in nature. Students will be expected to take risks, attempt new things, work in new ways, and play out a number of scenarios before arriving at the optimal solution. The design process takes work.
• You are expected to present substantial new work at each class. Make progress every week.
• The design process is progressive in nature. Late work is not acceptable and will affect grading.
• Students will be graded on originality of concept, quality of design work, clarity of communication, participation in class activities and lecture discussions, improvement during the course, ability to work as a team, and helpfulness to other students in class.
Self-Direction and Management: Your project is organized-you keep your work together in one place, so that it is easy to share. You are able to manage yourself effectively, in some cases creating your own timeline and protocol for completing your project work within the due dates. Your work is up-to-date with the course calendar; every week there is visible progress in your exploration. You incorporate student and instructor feedback as you evolve your work.
Trust in the Learning Process: Though ‘not knowing the answer’ is scary, you are able to suspend judgment and let your research insights evolve your topic and ideas. You are able to shed your biases and re-frame your thinking as you learn more about the topic and the chosen demographics. You are able to identify themes or patterns in your research, that help you focus and know where to take your project next.
Effort: You are excited about your project (since you are directing it, you are in control!). You try your hardest to master tools and methodologies covered in the class. Strategy and Industrial Design is hard, and there will be frustrating times but you push through it, and ask for help or additional one-on-one time when needed.
For students, the final grade is based on:
30% Class Attendance and Participation (Showing up and contributing to the course’s positive chemistry.)
30% Communication of Concepts and Ideas (Clarity of thought and communication.)
20% Conceptualization and Execution of Design on Project work (Great ideas rendered beautifully.)
10% Teamwork and Collaboration (Working well with others.)
10% Process and Idea documentation in a Sketchbook to be turned in at the end of the class.
Note : For assignments or projects requiring teamwork, each student will be graded individually based on their performance.
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ENP 165 SYLLABUS
WEEK 1 DEFINING INDUSTRIAL DESIGN
LECTURE 1 The strategy of design requires process driven thinking to uncover unique user insights that lead to differentiated and desirable concepts. After group discussion around Project 1, we will discuss the human centered design thinking process from Discovery to Envisioning and Design to Implementation and how to leverage it.
PROJECT 1 | IDENTIFYING GOOD DESIGN Bring in 2 images to next class for discussion: • Food and beverage to-go container or package that you feel delivers a good industrial design experience. • Food and beverage to-go sketch, render, or storyboard that does a fantastic job visually communicating the design experience. • Interview friends and family about their behavior, use, and need around the coffee experience for Project 2. Print findings.
PROJECT 1 DUE
READINGS: • IDEO.org. The Field Guide to Human-Centered Design • Brown, Tim. Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. HarperCollins Business, 2009.
WEEK 2 DESIGN PROCESS IN PRACTICE
LECTURE 2 We will understand and challenge the definition of Industrial Design today by focusing on the history of design through the decades. Each decade will uncover how design has evolved as well as the disciplines that emerged within the field from transportation in the 1950’s to packaging in the 1980’s.
PROJECT 2 | MAKE IT BETTER Transform the standard paper to-go cup into a experience that resonates with your target interviewee leveraging the human-centered design process. Utilize tools like Exacto knives, Bristol board, and hot glue to craft the designed solution. • 10-15 sketches of process and development in ideating towards 3 chosen directions. • 3 of your best paper mockup iterations focusing on 3 different characteristics derived from user’s unmet needs.
PROJECT 2 DUE
READINGS: • Norman, Donald A., The Design of Everyday Things. New York, Basic Books, 2013. The Design of Everyday Things • Hara, Kenya. Designing Design. Baden, Lars Müller, 2015
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ENP 165 SYLLABUS
WEEK 3 THE ART OF IDEATION
LECTURE 3 Visualization of an Idea is essential to communicating it’s essence with others. After group critique of Project 2, students will add tools like sketching, envisioning, scenario building, storytelling, and storyboarding to their skillset, bringing to life the key elements of a design in context of use and with a human perspective.
PROJECT 3 | COMPUTER MOUSE - ENVISIONING THE EXPERIENCE Envision an ideal mouse use experience based off of your chosen persona. Focus attention on a variety of form studies, challenging your visualization skills. • Produce 50 computer mouse sketches (approx. 10 per sketch book page). Each sketch to have a unique form. • Visualize key experiential moments in storyboard format ( use and storage in different contexts based on persona lifestyle) • Prepare visualization for critique in next class (print, etc).
PROJECT 3 DUE
READINGS: • Dahlström, Anna. Storytelling in Design: Principles and Tools for Defining, Designing, and Selling Multi-Device Design Products. O’Reilly Media, 2017.
WEEK 4 FROM FORM TO PROTOTYPE
LECTURE 4 With a prototype in hand, a concept becomes real, at scale, and capable of demonstrating function or design intent. After a group critique of students’ sketches and storyboards, we will discuss the importance of proportion, 3D form, and expression as they translate into varying degrees of reality from sketch to prototype.
PROJECT 4 | COMPUTER MOUSE – MOCK IT UP Physically sculpt 3 mice design directions, considering context of use and assigned persona out of pink foam: • Focus on form that will deliver on the persona’s needs. REMINDER: All students must have received Hand Tools + Laser Cutter Training at Bray in order to utilize the materials and tools necessary to sculpt foam.
PROJECT 4 DUE
READINGS: • McElroy, Kathryn. Prototyping for Designers: Developing the Best Digital and Physical Products. O’Reilly Media, 2016.
V07 INDUSTRIAL DESIGN ESSENTIALS
ENP 165 SYLLABUS
WEEK 5 SPEAKING DESIGN LANGUAGE
LECTURE 5 Communicating the future direction a company should evolve into becomes clear when connecting back to a company’s brand and meaning. After group critique of individual Soap bars, students will learn how to identify client brand attributes and translate them into designable cues that are consistent across a family of form.
PROJECT 4 | VISUALIZING DESIGN LANGUAGE Students will be assigned a brand to design a product ecosystem that this brand does not yet offer: • Identify 3 brand drivers that translate into design attributes to define the concept. • Create a tone board to visualize the attributes. • Sketch a visual of the new product ecosystem.
PROJECT 4 DUE
READINGS: • TBD
WEEK 6 NO CLASS (Date TBD)
WEEK 7 MATERIALS & PERCEPTION
LECTURE 6 Changing the material of a concept can completely reverse the consumer reaction to it (think Macbook formed in rubber vs. aluminum). After group critique of Project 5, we will discuss material properties, color, material, and finish (CMF), and how to define and create guidelines for clients and their product portfolio.
PROJECT 5 | CMF HEADPHONE CHALLENGE Change the design experience of a headphone on the market through CMF application: • Make a render of the new product. • Support the render with found inspiration imagery of color, material, and finish. • Provide a CMF guideline for manufacturing.
PROJECT 5 DUE
READINGS: • Becerra, Liliana. CMF Design: The Fundamental Principles of Colour, Material and Finish Design. Frame Publishers, 2016
V07 INDUSTRIAL DESIGN ESSENTIALS
ENP 165 SYLLABUS
WEEK 8 FROM PHYSICAL TO DIGITAL
LECTURE 7 Products rarely live in isolation today. Often the trigger to a larger digital experience, it is essential that the physical design speaks to the digital design. After group discussion of Project 7, we will dive into understanding the tools for digital translation from wireframing and information architecture to affinity maps.
PROJECT 7 | DIGITAL PROTOTYPING Interview a friend and design a physical/digital solution to one of their daily challenges: • Sketch and wireframe the interface solution with provided templates. • Take pictures of each sketch with your phone and bring it into Invision to prototype the experience.
PROJECT 7 DUE
READINGS:
• Moggridge, Bill. Designing Interactions. The MIT Press, 2007. Designing Interactions • Sharon, Tomer. Validating Product Ideas: Through Lean User Research. New York, Rosenfeld Media, 2016.
WEEK 9 THE ERGONOMIC ESSENTIALS
LECTURE 8 The practice of designing products, systems, and services that take into account the interaction between them and the people that use them is essential to understanding for a design to truly resonate. After group critique of the CMF Challenge, we will discuss the principles and practices of human-centered ergonomics.
PROJECT 6 | ERGONOMIC HEADPHONES Assess and critique the ergonomic qualities of the headphones you just designed: • Do a series of 3 studies of how else could the headphones interface with the user? • Choose 1 direction and make updates to the render accordingly. • Print out updated render.
PROJECT 6 DUE
READINGS: • Tilley, Alvin. The Measure of Man and Woman: Human Factors in Design. New York, Wiley, 2001 The Measure of Man and Woman: Human Factors in Design
WEEK 10 SPRING RECESS
NO CLASS
V07 INDUSTRIAL DESIGN ESSENTIALS
ENP 165 SYLLABUS
WEEK 11 FORESIGHT & THE FUTURE
LECTURE 09 Incremental innovation takes small steps forward to improve products and services. True innovation takes risk and projects a vision for the future to work backward from in leaps for design development. We will discuss tools for predicting the future from speaking with subject matter experts about trends and leveraging their impact across culture, technology, and business.
PROJECT 8 | MANUFACTURING SHAREOUT Each student will pick a manufacturing technique to share with next class by their own lecture. • Utilize template slide for presentation. • Lectures should last no longer than 10 minutes. • Send individual presentations to Kim the night before.
PROJECT 8 DUE
READINGS:
Philips Design Probes: https://www.90yearsofdesign.philips.com/article/67
Fisher-Price: The Future of Parenting: https://youtu.be/2BPidRZ_F5Y
Corning: A Day Made of Glass 2: https://youtu.be/jZkHpNnXLB0
IDEO Automobility: https://youtu.be/hqbsL825U7cGroup
WEEK 12 MAKING IT REAL
LECTURE 10 Manufacturing processes are the steps through which raw materials are transformed into a product. Each student will lead a lecture on a different method of making it real from robots that have revolutionized industry to printing in gelatin to understand how fabrication is changing today.
PROJECT 10 | ENCLOSURE DESIGN Amazon is looking at the future of family home automation, communication and infotainment by evolving the Echo Show. Think 2 years in the future to: • Imagine the future of Infotainment focusing on the kitchen as the home hub. • Create a thoughtful use case and supporting outside enclosure design using key existing components. • Visually communicate the product form as well as the design experience in context and use. • Create a 1:1 foam model of the design.
PROJECT 10 DUE
READINGS: • Thompson, Rob. Manufacturing Processes for Design Professionals. New York, Thames & Hudson, 2007.
V07 INDUSTRIAL DESIGN ESSENTIALS
ENP 165 SYLLABUS
WEEK 13 BIOMIMICRY, A PLANET INSPIRED
LECTURE 12 After eons of evolution, failures become fossils and what surrounds us is the key to innovative survival. Students will learn to emulate nature’s patterns to seek sustainable solutions from the Kingfisher inspired bill on the bullet train to reduce noise at speed, to termite hills as inspiration for building air conditioning systems, after presentation of Project 10 to the class.
PROJECT 12 | GLOBAL CHALLENGE Solve a challenge using a reference from biology for the Biomimicry Institute: • Craft a persona board of who it is for • Sketch a storyboard visualizing context of use • Develop a scale model
DUE
READINGS: Biomimicry Institute: https://biomimicry.org/biomimicry-examples/
WEEK 14 PROJECT WORK SESSION
No Lecture Students will critique individual progress as a group and continue to work on Project 12, Global Challenge.
WEEK 15 FINAL PRESENTATION
No Lecture Students to present Project 12, Global Challenge.
Last class day.
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