BME VIK - Design

3. Course coordinator and department Dr. Wiener Gábor,

Web page of the course www.cs.bme.hu/....

4. Instructors

Name	Position	Department
Ernő RUBIK	Professor	Moholy-Nagy University of Art and Design
Zsolt BALOGH	Assoc. professor	Moholy-Nagy University of Art and Design

5. Required knowledge Curiosity and strong interest in the various layers of creative expression from craftsmanship to 3D design are key for this class. Manual skills and preliminary hand-drawing experience are helpful, although not essential.

7. Objectives, learning outcomes and obtained knowledge The aim of this course is to enhance students’ creativity and problem solving skills in 3D, and to provide a holistic visual approach to design and development. The course also explains the sometimes neglected link between physical and virtual reality, revealing the nature and complexity of the creative process that requires harmonious collaboration of software engineers and graphic designers. Furthermore, the course explores practical applications of design in several areas of interest (product design, visual communication, environmental design and beyond).

This course facilitates creative performance with an artistic approach that broadens students’ available repertoire of cognitive and design skills, thus fostering free association, for original and divergent thinking. To get a deeper understanding of how the artist’s mind works, how to create something that is both functional and aesthetically pleasing for everyday use, how to transfer images onto paper and how to give form to ideas or feelings, students must have visual experience and obtain visual art skills.

Finally, complex scientific problems require methods that go well beyond the traditional artistic tools of paper and pencil. Such problems are inherently suitable for computer modeling. Constructing 3D models has become a standard practice not only for formulating solutions but even for finding and giving shape to potential problems.

8. Synopsis a) Creativity

Creative skills are becoming increasingly important in a vast array of professional fields (including business, marketing, architecture, etc.) Various methodologies have been proposed to capture and develop creative thinking and problem solving in tertiary education across disciplinary boundaries. This course aims to facilitate creative performance following an artistic approach in order to broaden students’ available repertoire of cognitive and design skills, thus fostering the benefits of free association, original and divergent thinking.

Design history and theory
Free-hand drawing (2D representation of 3D objects) to meet the problem of ‘representation of 3D‘. It is not a question of handicraft but a question of understanding what you see and the structures of nature.
Graphic design visual communication, perception and presentation. The aim is not to become a designer but to understand the task.

b) Visual experience

In order to get a deeper understanding of how the artist‘s mind works, how to create something that is both functional and aesthetically pleasing for everyday use, how to transfer images onto paper and how to give form to ideas or feelings, students must have visual experience and obtain visual art skills.

Form studies creating forms without function, using formable materials (e.g. paper, wood). This approaches abstract sculpture with an emphasis on dynamic structures.
3D geometry study to understand the rules of 3D, to build up the ability of seeing with “the mind’s eye” so as to get the mental manifestation of space and objects. For example, when solving the Rubik’s Cube you can’t see it as a whole. You may see a maximum of three sides at a time, therefore you need to know the positions of the unseen elements by heart. The challenge is to mentally reconstruct its structure.

c) Problem solving in 3D

Complex scientific problems require methods that go well beyond the traditional tools of artistic approaches of paper and pencil. These problems are inherently addressed by computer modeling. The construction of 3D models has become a standard practice not only in formulating a solution but also in finding and shaping a potential problem.

· Computer graphic 2D computer graphic, 3D computer graphic, creating models with graphic art software.

The workshop is structured around lectures (focusing on design theory and applications) and individual creative projects in a workshop setting under the guidance of Ernő Rubik. This 4 credit course meets twice a week, alternating between lectures and project work.

9. Method of instruction Lectures

Weeks 1-2

Introduction, aims, methods, grading requirements.

Weeks 3-4:

In the first part of the workshop, students get familiar with the history, basic concepts and methods of design.

Weeks 5-11:

Introducing notable design projects from around the world, Ernő Rubik and invited guest lecturers discuss themes in descriptive geometry, product design, visual communications, environmental design, exhibition design, computer graphics and related topics.

Weeks 12-14:

Student teams present theoretical or practical design aspects they consider relevant to their creative projects.

10. Assessment

12. Consultations You can reach the instructors at the following e-mail address for consultation:

Ernő Rubik: rubik.erno@gmail.com

Zsolt Balogh: bzsdesign@t-online.hu

13. References, textbooks and resources Design history and theory – handouts

14. Required learning hours and assignment

Number of contact hours	56
Preparation to the classes
Preparation to the tests
Homework	100
Assigned reading	12
Preparation to the exam	12
Total	180

15. Syllabus prepared by

Name	Position	Department
Ernő RUBIK	Professor	Moholy-Nagy University of Art and Design