Paul Carlo Esposito (firstname.lastname@example.org)
Thursdays in Fablab 1-2pm
Graham Aikins (email@example.com)
Tuesdays in Fablab 1-2pm and by appointment(email)
This project-based class is a studio / lab that explores foundational concepts and techniques behind the creation of new 3D forms, making use of both digital and physical fabrication tools. Through a formal language provided to us via digital modeling, design, and fabrication tools, we will translate physical materials and ideas into 3D objects. The concepts we will explore as a group include physical and sensorial properties such as scale, weight, materiality, and connectivity, as well as function, transformation, translation, and interactivity. In this introduction to polygonal mesh, solid, and surface geometries and construction techniques we will cover additive and subtractive processes, joinery techniques, pattern-making from surfaces, rapid prototyping techniques, and general use of shop machines and tools big and small. This includes the use of lab equipment such as the laser cutter, the CNC-Router, 3D printer, sewing machines, and saws and power tools, as well as a basic introduction to foundational wood, foam, and fabric construction techniques. Our experimentations will prompt us to consider relationships between objects, between objects and bodies, between bodies and technology, between technology and form, between form and language, and between computer code and visual design. Based on your own experiences, aesthetic and design sensibilities, interests, and research, you will also use this course to explore your own set of more personal and political themes, concepts, and your own personal aesthetic language, as you begin to create your own definition of form.
Sketchbook (graphing / gridded recommended)
Pencils / pens
Laptop + 3 button mouse
Camera / cell phone with camera
Optional: Scissors, tape, glue, calculator, measuring tape
Supplies for each project (find / purchase your own or purchase limited materials / quantities in house)
Autodesk Fusion 360
Slicer for Fusion
This can only work negatively for your grade as described in the attendance policy.
Participation - 15%
Verbal, critical, and informed participation in class. Productive use of lab hours, work time, and attendance could also effect this grade.
Assignments - 25%
Completed on time, assignments and presentations will be graded on concept, execution, and effort. Each assignment will be graded out of 5 points.
Projects (4) - 60%
Completed on time, projects will be graded on concept, execution, and effort.
Project I Polygon Due Oct 15 - 10%
Project II Boolean Augmentation - Due Nov 1- 15%
Project III Wearable Due Nov 15 - 15%
Project IV Interactive Object - Due Dec 6 - 20%
A: 90-100, B: 80-90, C: 70-80, D: 60-70, F: 60 and below.
Projects will usually be graded on technique (including technical construction method and precision), aesthetic (visual appearance, texture, feel, think of this as the level of sensory pleasure derived from object), and concept (this includes originality, uniqueness of form or vision, ideas conveyed by work and surrounding information which could include the use of interesing materials, a unique construction process, an interesting decision-making process, or a drive / motivation for the work that extends beyond simply satisfying the project requirements).
Projects and assignments may be turned in up to four days late with a 10% deduction. Projects and assignments handed in any later cannot be accepted, as this course is so short and will move quickly! You may re-do any project or assignment you have already handed in on time for a chance for another grade. You may do this at any time and I will re-grade the work with a 5% deduction.
Every student is expected to contribute to discussions, critiques, and our overall classroom environment. Work hard and show up to class prepared. One of the most valuable parts of being in a group class is offering and receiving feedback in the form of critiques on work. Respect one another and be aware of one anothers different backgrounds, experiences, and identities. No phone use during class time. No laptops open during critiques.
These are 10 minute research presentations on a maker of your choice. What are they doing, how are they making it, what does it mean, what is significant about this work in a social, historical, and art/design/technology context? What do you think about the work? How might it inspire you to think differently about your own work. These will take place during week 8 and 9 with one half of class presenting each day. I recommend choosing an maker from the reference page, but you may choose someone off the list if you want. Choose 3-6 works by the maker and discuss in depth with images.
Students are expected to be present and on time to class every day. Absences should be excused by a doctor’s note, comparable documentation, or an email from me a week in advance in which I say you are excused for a valid reason. Your 2nd unexcused absence will result in a 2% drop in your final grade, your 3rd, a 4% drop, your 4th, an 8% drop, your 5th, 16%, etc. If you are over 30 minutes late it will count as an absence unless you are excused. *Please note: All “work days” on the syllabus are for working on projects and you are required to be in class. This is not an opportunity to work at home. This is the only time you will have individual shop time. The lab / shop is open and there for you to use — so be ready to work!
Students needing academic accommodations based on a disability should contact the Center for Accessible Education (CAE) at (310)825-1501 or in person at Murphy Hall A255. In order to ensure accommodations, students need to contact the CAE within the first two weeks of the term.
Mental Health & Wellness
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, depression, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. UCLA offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, consider utilizing the confidential mental health services available on campus. I encourage you to reach out to the Counseling & Psychological Services (CAPS) for support. For more information visit: https://www.counseling.ucla.edu/. Phone: (310) 825-0768. An after-hours clinician is available 24/7.
Commitment to Diversity and Safer Spaces
We understand the classroom as a space for practicing freedom; where one may challenge psychic, social, and cultural borders and create meaningful artistic expressions. To do so we must acknowledge and embrace the different identities and backgrounds we inhabit. This means that we will use preferred pronouns, respect self-identifications, and be mindful of special needs. Disagreement is encouraged and supported, however our differences affect our conceptualization and experience of reality, and it is extremely important to remember that certain gender, race, sex, and class identities are more privileged while others are undermined and marginalized. Consequently, this makes some people feel more protected or vulnerable during debates and discussions. A collaborative effort between the students and instructor is needed to create a supportive learning environment. While everyone should feel free to experiment creatively and conceptually, if a class member points out that something you have said or shared with the group is offensive, avoid being defensive; instead approach the discussion as a valuable opportunity for us to grow and learn from one another. Alternatively if you feel that something said in discussion or included in a piece of work is harmful, you are encouraged to speak with the instructor.