Paul Carlo Esposito (firstname.lastname@example.org)
Wednesdays in Fablab 1-2pm
Dasul Kim (email@example.com)
Mondays 1-2pm and Thursdays 12-3pm in Fablab and by appointment
This project-based class is a studio / lab that explores foundational concepts and techniques behind the creation of new physical forms. Making use of both digital and physical fabrication tools, using both additive and subtractive processes we will transform raw materials into functional and aesthetic objects. We will explore physical and sensorial properties such as scale, weight, materiality, and connectivity, as well as function, transformation, translation, and interactivity. We will use a mix of old and new techniques including woodworking, sewing, joinery, sanding, painting as well as 3D printing, laser cutting, CNC machining, vacuum forming and more. 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
60% - Projects – Completed on time, projects will be graded on concept, execution, and effort.
Project 1 - Polyhedron and Pedestal 13%
Project 2 - Lamp 17%
Project 3 - Wearable 20%
Project 4 - Interactive Object 20%
15% - Participation – See below
25% - Assignments – In class and homework including blog posts
Participation & Attendance
Punctuality, focus, articulation of concepts, and contribution to class discussions are all part of class participation.
More than 1 unexcused absence will lower your final grade as follows:
2 unexcused absences lower your final grade by a fraction (B becomes B-).
3 unexcused absences lower your final grade by a full letter (B becomes C).
4 unexcused absences lower your final grade by two full letters (B becomes D).
5 or more unexcused absences is an F.
Classes start at 2:00 PM. If you arrive after 2:15 but before 3:00, you will receive a tardy. Two tardies will be marked as an absence.
You will be marked absent if you arrive after 3:00 PM without prior approval.
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.
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. I recommend choosing a 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 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.