Short Description of the Course:
For many IT students absorbed in virtual reality this workshop provides an original reminder of the potential and also of the constraints of the physical world. It encourages students to explore the notions of space, form, material, and concentrated creativity in a free-flow environment under the guidance of a master of design thinking. Relying on a basic tool-kit of various craftable materials such as paper, wood and wire, students are invited to unleash their primary creative potential, giving physical shape to individual ideas. The workshop provides a hands-on introduction to key concepts and abstract principles of dimensionality, structure, and transformation, and helps students appreciate the “real” world for which our computer programs are designed and where information is both captured and revealed.
Aim of the Course:
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.
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.
Detailed Program and Class Schedule:
|Project I. Shaping surfaces||8||Week 1-3.|
|Project II. Shaping structures||11||Week 3-6.|
|Midterm presentations – “Hungarian inventors and inventions”||2||Week 6.|
|Visiting Moholy Nagy University of Art and Design MOME||2||Week 7.|
|Project III. Get inspired by nature||12||Week 8-10.|
|Project IV. Building 3D forms from slices||12||Week 11-13.|
|Final presentations||2||Week 14.|
Introduction -theoretical and practical preparation for the project assignments
Introduction, aims, methods, grading requirements.
Assignment of midterm essays: „Hungarian inventors and inventions”
Presentation from Ernő Rubik
The definition of “design”: The mistaken definition of „design” in everyday vocabulary. Design as approach: defining and solving problems. The importance of design in software engineering.
Methods of research for the future project assignments.
There will be four project assignments throughout the semester. Project assignments aim to provide hands-on experience and understanding of creating new structures by transformation. Starting out from the basic characteristics of a given material (e.g. paper) various operations (e.g. folding or cutting) result in transformations of structure (from flat surfaces to shapes with cubic capacity). Repeated use of such transformations bring along new structures revealing different characteristics of the starting material.
Each project starts with demonstration of an example / model presented by the instructor or a guest lecturer. The second step is brainstorming and research. Projects will be aided by 2D and 3D design software - Rhino 3D - for which continuous instruction will be provided throughout the semester. Students work on each projects for 8-12 contact hours afterwards with assistance from the instructors and are expected to work also in between the classes. Each project will be evaluated separately before starting the next one.
Project I. Shaping surfaces – individual assignment
Transforming 2D paper surfaces into 3D surfaces by cutting and folding.
Project II. Shaping structures – group assignment
Creating towers and bridges from paper using techniques learned in Project I.
Project III: Get inspired by nature – group assignment
The group finds a shape or structure in nature then dissects and simplifies it to basic geometric forms. The structure will be recreated using paper.
Project IV: Building 3D forms from slices – individual assignment
Creating simple geometric shapes in 3D, using slices on the basis of the operation of the 3D printers. Designing the slices using paper and sticks, creating the 3D model in class.
Visiting Moholy Nagy University of Art and Design (MOME)
Presentation of the design school.
Demonstration of the designing process in partnership with Mercedes Benz. The Design Department at MOME has been cooperating with the well-known German car maker for a long time, and the class will have the opportunity to look at current projects.
The midterm assignment is an individual research work. Each student will pick a Hungarian inventor or invention from a list provided and research the topic for 6 weeks. At the end of the first part of the semester they will have to hand in an essay and give a presentation.
The final exam is a group presentation on one of the four project assignments. Students will have to pick one project and present it in details (problem definition, research work, design procedure and outcomes.)
Method of instruction:
Classes are structured around lectures (focusing on design theory and applications) and individual creative projects in a workshop setting under the guidance of Ernő Rubik and his aides. This 4 credit course meets twice a week, alternating between lectures and project work.
In the context of instructor-guided individual and team project work, creative skills are enhanced in free-hand drawing, descriptive geometry, use of materials, dimensionality and structure. The workshop is not driven by a focus on handicraft itself. Rather, creative work is employed to deepen understanding of visual experience and of the underlying structures of nature. The aim is not to become a designer but to understand the designer’s task.
Ernő Rubik presents in the beginning of the semester, and will be present at mid-completion of each project to provide guidance, then participates in the evaluation of each project assignment.
|Class participation & activity||40%|
|Individual work (Midterm essay and presentation, Project I. and Project IV.)||20%|
|Group work (Project II.; Project III. and Final presentation)||30 %|
|Presentation & communication skills||10 %|
Design history and theory – handouts
István Keszei (born in 1974) graduated from the Moholy-Nagy University of Art and Design (MOME) in Budapest as an industrial designer. He commenced his Ph.D. studies at MOME in 2012, where he has been lecturing since 2010. His Ph.D. thesis is titled “design for disaster situations.” He is currently teaching a course at MOME on intelligent materials and technology and presentation skills with 2D/3D. He has received several national and international design awards and honors, including the 2009 Pál Takács Scholarship for Academic Achievement for best industrial design student of the year. He currently also works as an industrial lighting and electronics designer.
Ernő Rubik (born in 1944 in Budapest) studied architecture and design in Budapest and after graduating, worked as an assistant professor. While trying to give his students a true "feel" for abstraction and complexity, Mr. Rubik developed several 3D constructions, among them his best-known puzzle, the Rubik's Cube.
In addition to the Cube, he patented several successful toys and design pieces including the Magic Snake in 1977 and Rubik's Magic in 1985, selling millions of both worldwide. He has also remained a prolific architect, largely designing family homes, and is actively engaged in interior design. He co-founded the Hungarian Academy of Engineering, the Palace of Marvels (a science center in Budapest), and most recently the Aquincum Institute of Technology (AIT) where his latest public sculpture is on display.
A recipient of numerous national and international distinctions, Mr. Rubik has also been engaged in major international projects promoting innovation and creativity. He acted as Ambassador to the European Year of Innovation and Creativity, convened by the European Commission in 2009 and is a 2011 and 2012 member of the European Inventor Award's international jury.
Márta Szőke is curretly UX/UI designer currently at Isobar Budapest. In 2012 she graduated as an Industrial Designer at Moholy-Nagy University of Art and Design in Budapest. After her bachelor studies, she obtained her Master of Art degree in Creative Direction in Germany at the Pforzheim University of Applied Sciences, School of Design. She has been working as a graphic and industrial designer, and in the last couple of years transitioned from designing physical objects to creating digital products systems.