This class is a hands-on foundation studio exploring 3D design and making. The course is designed to help students develop a sensorial vocabulary of material properties and potentialities and to learn and investigate different techniques of fabrication. To do so we will engage in a series of smaller experiemnts and performances, and investigate the potential of 3D modeling software and digital fabrication.
All assignments need to be documented and archived. Students must keep prints and objects from the assignments to demonstrate progress. Classtime is used to learn software, fabricate objects, and discuss student work
Topics of this class include: materiality, surfaces, patterns, tessellation, repetition, folds, cuts, morph, animation, growth,scalable structures, multiples, soft, rigid, sensorial, bending, digital, crafted, organic, biomimicry, biomorphic, prototyping, casting, molding, finishing, documenting.
20% – Midterm Project
40% – Final Project
20% – Engagement throughout the course (active participation and substantive contribution to the weekly critiques and discussions)
20% – Process and project documentation
Participation & Attendance
Punctuality, focus, articulation of concepts, and contribution to class discussions are all part of class participation.
Classes start at 9:00 AM. If you are 15 minutes late, you will receive a tardy. 3 tardies will turn into 1 absence. Every unexcused (before the class time) absence equals 1 full grade down (A to B), 3 unexcused absences result in a failing grade.
If there is an emergency and you will be late or absent from the class, please email me.
Commitment to Diversity and Plurality
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.