Tuesday & Thursday
9:00 AM–11:50 AM / 2:00 PM–4:50 PM
Professor: Chandler McWilliams (office hours: Monday 2:30-4:00, Wednesday 11-12 and by appointment)
TA (morning): Dasul Kim (office hours: Monday 5-7pm)
TA (afternoon): Don Edler (office hours: Wednesday 9-11am)
Jonathan Cecil (office hours: Tuesday, Friday – 11:30am to 12:30pm)
This class is a hands-on foundation studio and lab exploring 3D design and making with digital and physical fabrication tools. The course is designed to help students develop a sensorial vocabulary of material properties and potentialities while learning and investigating different techniques of fabrication.
Together we will explore concepts like scale, weight, materiality, surface, pattern, repetition, multiples, function, transformation, translation, and use; and engage in a series of smaller experiments and conversations, and investigate the potential of 3D modeling software and digital fabrication
Our experimentation 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 use this course to explore conceptual and political themes and create your own definition of form with your own personal aesthetic language.
Documentation of concept, process, and final result of all assignments need to be documented and archived to demonstrate progress. Class time is used to learn software, fabricate objects, and discuss student work.
- Critically engage the relationships between software, concept, and materiality.
- Use sketching and other tools to develop and design 3D projects.
- Learn how to design for digital fabrication.
- Make effective use of standard hardware and software tools.
- Gain skills in project planning and research.
- Develop a vocabulary for discusing sculpture and 3D designs.
- Use digital fabrication tools to realize projects.
50% – Projects
25% – Online reading responses
25% – Small group discussion and critique
Project grading takes into account the conceptual, technical, and formal development as well as rigor and creativity. Outstanding or exceptional work will receive an “A”, good work will receive “B”, sufficient work that does nothing more than meet requirements will receive “C”.
Projects are due at the date and time listed. All projects must be thoroughly documented including concept, description, title, and process, before being given a grade.
Participation & Attendance
With distance learning, it is particularly important to find ways to engage with and become part of a community. At the same time, I want to take seriously the realities of everyone’s different situations and needs at home, timezones, and the general emotional toll that we are all experiencing.
With all of that in mind, your participation will mostly be focused on small group meetings and discussions. You must attend these meetings, and take an active roll in arranging and coordinating with your group members. If you can’t make a meeting or need to reschedule, take it up with your group and find a time to make it work. Everyone has things that will get in the way, but just try to treat each other (and yourself!) with care, generosity, and respect.
Form is a 5 unit studio class, you are expected to work 6 hours a week in class and 9 hours a week outside of class. Every week we expect to see progress that reflects the 15 hours of weekly work for the class.
Commitment to Equity and Diversity
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, TA, 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 or TA. (via voidlab )
Students with Special Needs
Students with a disability or health-related issue who need a class accommodation should make an appointment to speak with the instructor as soon as possible. It is University policy that students with documented disabilities receive reasonable accommodations through access to classroom information. If you have a physical, psychological/psychiatric or medical condition, or a learning disability that will make it difficult for you to carry out the work outlined in the syllabus, or that will require additional time for taking exams and completing assignments, please notify your faculty for this class and visit the UCLA Center for Accessible Education in the first two weeks of the quarter so that we may make appropriate arrangements. All information and documentation is confidential.
The University of California, Los Angeles occupies the ancestral, traditional, and contemporary Lands of the Tongva and Chumash peoples. Our ability to gather and learn here is the result of coercion, dispossession, and colonization. We are grateful for the land itself and the people that have stewarded it through generations. While a land acknowledgment is not enough, it is first step in the work toward supporting decolonial and indigenous movements for sovereignty and self-determination. Read more about what land you’re occupying.
Cops off Campus Coalition Statement
I acknowledge that policing disproportionately violates Black, Brown, Indigenous, queer, trans, and poor peoples and ultimately renders all members of campus and its surrounding communities less safe. I am committed to a public university that advances racial justice by ending such forms of harm, and I support students working towards this vision. Students participating in campus-wide actions on 10/1 will not be penalized in this class. I encourage you to read the UCFTP zine. to learn more.