Design

Visualisation and Representation II is an extension of semester I. The course  aims to empower the students with  external and internal visualization and representation skills and their eye-hand-mind-heart coordination. Having developed skills in 2D representation , this course will focus on visualisation and  3D representation. Different materials will be explored to understand how to build a form and how to discover a form within. This will enable students to understand structure, balance, harmony with nature as well allow students to develop imagination skills and art of presentation. Overall this course intends to use hands where students will experience material and will be taught to represent materiality.

Course Syllabus | Spring 2021

COURSE DESCRIPTION

Product Design Studio – Simple Product Design

This course provides tools and methods for creating new products. The course follows an overall product development methodology, including the identification of customer needs, generation of product concepts, prototyping, and design-for-manufacturing. Weekly student assignments are focused on the design of a new product and culminate in the creation of a prototype.

LEARNING OBJECTIVES

At the end of the course students will be equipped to:

1. To understand the entire product development cycle.
2. Develop an ability to study user and product context.
3. Analyze and map findings to develop possible design directions.
4. Develop multiple design ideas and prototype the same.
5. Create models and 3d renders of the final design concept.

GRADING CRITERIA

Students should review the AnantU grading policy in the academic handbook. If anything is unclear, make an appointment with the instructor. Find below the grading criteria for this course:

[Provide a proportional breakdown of the components that will make up the final grade such as class participation, exams and quizzes, paper, assignments, portfolio, midterm exam or jury, final, etc.

Everything should add up to 100%]

• 10% Class participation
• 40% Weekly assignments
• 50% Final jury

PLAGIARISM, RULES, ETIQUETTE

Ignorance is not bliss. Review the academic handbook to understand the rules, standards and policies under which you are governed and judged. Following these guidelines will lead to success.

[Instructor may add more points such as guidelines on phone use, etc.)

Cheating or plagiarizing means automatic failure on the assignment, most likely a ¨F¨ grade in the course, and possible expulsion from the university. Review the academic integrity policy carefully. Don't sabotage your career.

Missing more than 20% of scheduled classes due to unexcused absences or signing in for another student who is not present is grounds for automatic failure of the course.

Showing up on time every time is mandatory. Arriving 10 minutes early is admired. Showcase your professionalism by demonstrating your ability to master your schedule.

Arriving ready to participate is expected. Always do the reading and assignment, have your notes ready, pin-up work early, take part in discussions. Grades reflect the level of engagement.

Asking for help early and often is encouraged. Visit the instructor´s office hours, make an appointment, ask your colleagues for help. If you wait too long, the problem will grow.

Office hours are regularly scheduled time slots when students can drop in to meet the instructor about anything. For a meeting outside of office hours, make an appointment.

Always be courteous, professional, and kind toward all staff at every level, peers, and professors. They have a lot to teach you, and your reputation starts forming now.

REFERENCE BOOKS AND MATERIALS

Material Requirement:

• White copier paper A4 Size: 100 sheets
• Sketchbook
• Pencils, eraser, cutter and 12-inch-long metal/plastic scale
• Alcohol markers, color pencils, dry pastels, etc.

Suggested Readings

• Thinking design: By S Balaram
• The Design of Everyday Things: Don Norman
• Well Design: By John Kolko
• Design Thinking and Process: by Robert Curedale

COURSE PLAN

*This plan is subject to change. The instructor will inform students of the adjustments and additions.

Providing sufficient and nutritious food to the growing population in India is already a huge challenge. The existing and future food crisis, the pace of urbanisation, and increasing pressure on city limits can all be achieved by the cities growing their own food - one of the very sustainable way that has been practiced all over the world. In India, the potential of Urban Agriculture (UA) is still unexplored. More so because this is seen as an afterthought and mostly in piecemeal. Since cities are unique dynamic entities accommodating diversity in terms of physical, social, and environmental components, urban agriculture has to be designed for every city as an integrated system addressing the water system, wastewater, built form, income levels, land availability, housing typology and many more aspects in a city. 

This course will introduce the students to the fundamentals of urban agriculture as a sustainable approach to design cities. Different types of urban agriculture systems will be elaborated and students will be required to develop a strategy for integrating urban agriculture at the dwelling unit, society, neighbourhood, or city level.

Can the existing cities accommodate urban agriculture? 

Can the future cities be designed with Urban Agriculture embedded within its plan? 

This course will attempt to find answers to these questions.

This course looks at understanding fundamentals of the interior environment with a focus on studying factors that affect the health and comfort of occupants in indoor spaces. During this course, the students will be engaged in the ‘learning through doing’ method to understand various topics of interior environment. The topics are broadly divided into four conceptual segments;

Context: wherein the students look at overall macro and micro climate – the context wherein interior spaces are located. Here, we also look at traditional / vernacular built environments in different areas of India, from the perspective of interior environmental modulation.

Parameters: that are most critical for occupants – Comfort and Health & well-being

Design: interventions in the making of built spaces that affect the control the interior environments; and how these design elements have been dealt with in different geographies, climates, functions, typologies.

Monitoring: an important aspect of contemporary indoor environments, that ensures that systems and spaces are monitored to ensure that they work as they are designed to.

To provide an experience of Interior Design as a profession and to develop skills required to grow into a better designer. To understand office functioning & office systems. Every student must work in an interior designer’s/Architects office as a full time trainee for a period of 16 calendar weeks (excluding viva) from the date of commencement of training. The principal Interior Designer in the firm should have a minimum of 8 years of professional practice. The student should be involved in various aspects of work in an office. Students are encouraged to understand professional practice methods of various interior designers, design process from client contacts to production documents, tender documents, production drawings for various works, site supervision etc. for various works. They should also be familiar the Coordination of various agencies – client, members of design team, consultants, contractors, craftsmen and construction supervisors. 

Cities are often termed as functioning as machines. However, the cities also act as a platform for socio-cultural milieu. The cities are concentrations of people and communities and is a result of migration for economic reasons. The cities are a multitude of diverse cultures, characteristics, built environments and people. Every city has a unique identity, owing to its geography, development and most important people. Each city consists of these formative layers which function independently as well as in interdependence. Cities and urban environments, spaces, settlements are created by users and communities. The terminology ‘society’ shall intend to discuss the community attributes that contribute in shaping Culture of cities. The course shall generate focus on sense of community and culture that give a tangible/ physical form to our cities. From culture to religion, to economic activities, to cultural beliefs, this course aims to sensitize the students towards the qualitative aspects of a city. The interdependence creates an impact of culture, people, traditions, climate etc. on the physical aspects of city formations. Each city therefore projects a unique identity. The physical environment is a reflection of these non-physical city formative layers. The course would detail out spatial narratives through understanding these community spaces and settlements in urban areas.

The course aims to empower the students with external and internal visualisation and representation skills and their eye-hand-mind-heart coordination. Through this course students will learn skills such as sketching, drawing, painting to comprehend natural and man made structure, space, mass, volumes. 

The course also aims to teach comparative study, copy work through exercises especially designed that aim the learning to use different materials, trans disciplinary expressions and imagination. 

This course will allow students to understand their immediate surrounding and world of imagination.

The course focuses on Empathy through indigenous life and living (home/shelter/family), we unpack this idea through our own homes and networks within.  

What is the relationship between planned development and unplanned growth in India? This course aims to help students understand the economic bases of urbanization. It will include topics such as Agglomeration Economies and Clusters, Structural Transformation and Migration, Public Economics and Local Public Finance, Urban Governance Institutions, Economics of Urban Land. Case studies of urban planning and development in cities such as Hyderabad, Navi Mumbai, Gurgaon, Jamshedpur, Bokaro and Chandigarh, among others, will inform the discussions. In this way, students will learn to draw connections between the correlates of growth and its ramifications.
Most importantly, the module will help students recognize the larger growth dynamics that may impact their design interventions in urban settings in India and the global South. In turn, it will also sensitize them to the unplanned impacts of the design plans.

LEARNING OBJECTIVES
Upon completing this course students should be able to:
1. Understand the unplanned effects of planned interventions.
2. Analyse and predict the spatial spread of economic activities around planned settlements.
3. Understand why and where slums and informal settlements emerge.
4. Appreciate how economic and market forces shape the outcomes of urban design.
5. Develop a vocabulary to understand urban policymaking in India, which is often highly
influenced by economists.
6. Understand the importance of public finances and governance in urban outcomes
7. Become sensitive to the larger urban growth dynamics that will affect design interventions.
8. Recognize why planned interventions fail.

In ever-changing development of cities, neighbourhood and communities, it has become evident to learn the process that triggers the changes. Today, it is not only about the planning and design but also how existing set of information allow us to reach the design stage. In this course, the students will explore a unique approach of understanding communities and help people who are involved in the process of urban design and development to improve the physical environment in relation to the public good it serves, including safety, wellbeing, sustainability and even beauty. The subject aims to take students on a journey to understand linkages between tangible and intangible aspects of the development process by exploring the intersection between people, space & activities. Students will explore ways of understanding, analysing and representing various sets of information that influences the planning and design process throughout by creating maps, graphs, infographics etc.

What is the need the design intervention will meet? What are the causes of the problem it solves? Can the intervention address the root causes of the problem or merely its symptoms? Can it be scaled up? Answers to all these questions, but especially the last one, need systematic investigation, i.e., research.

This course introduces the students to Ergonomic Studies for human-centric space design. Students carve out spaces based on the ergonomic studies from simple cave-like living spaces to a complex volumetric space. It emphasizes the importance of ergonomics in the design for user friendly interior and exterior spaces.   

Empathy is a key attribute needed by any designer to be able to design sensibly and sensitively.This can only develop with sustained engagement with a community or organization with a selfless motive, except to learn.This course introduces empathy as the first step in design; because it is a skill that allows a designer to understand and share the same feelings that the users feel. It is through empathy that one is able to put oneself in other people's shoes and connect with how they might be feeling about their circumstance or situation.

Communication through the visual medium, be it sketching, technical drawing or diagramming; have historically been the primary tool used by designers to communicate their ideas to the world. This course focuses on equipping students with tools and techniques to visualize spaces. It will enable students to recognize the elements of space and articulate these elements in design in order to develop a perception towards elements of space. The students will explore 2D and 3D models with hand skills. This course attempts to increase visual perception skills, broaden visual vocabulary and develop sensitivities to form-space relationships. It also introduces students to representations of ideas through various media and sets standards for composition, content, and craftsmanship

Design is about perception and reality. This course concentrates on the practical aspects of design, through material studies, construction technologies and will equip students to make informed choices of how to build in order to achieve a desired design language.

This course focuses on two areas with a very practical and industry oriented approach. 1) Materials used in the making spaces and furniture. 2) Techniques and methods of construction using the aforementioned materials.