Course syllabus for Form theory and exploration

MPP121 Basic form design or equivalent

The course aims to provide the students with a superior understanding of product-related design and the tools and training for advanced form design. Based on theory and methods presented during lectures and literature, translated into practical exercises, the intention is to make the students comfortable working with abstract and form-oriented processes. Furthermore the student is given training in how to link content, function and semantic message and how to be able to implement these in form-oriented work. The aim is also to examine, experience and reflect on the relationship between form intent and wording of a specific form language.

A. Independently drive, plan and execute an individual deign project based on a design pitch.                               B. Analyse, specify, and discuss the content and structure of three-dimensional forms.
C. Explore and show similarities/analogies/references in contemporary and historical three-dimensional design
D. Link function and semantic messages with the skills to design and to implement these in form-oriented applications.
E. Through practical exercises demonstrate increased knowledge of form-generating tools, their possibilities and limitations
F. Through seminars, presentations and peer-reviews demonstrate a greater understanding of form, how it is generated and its consequences.
G. Through seminars explain, discuss and reflect on form, its structure and content, form morphology and organization as well as on form theory.
H. Implement a form oriented design process both laterally (from one idea to another) and vertically (from coarse to fine detail)

The course consists of lectures, creative exercises, practical exercises, seminars and scheduled time for reflection.

AB, DH: These learning activities, links to four boxes that all have the same structure but different content in terms of theory, methods/tools, exercises and form medium.

The structure looks as follows:
Introduction/Theory/Exercises/Reflection/Theory/Exercises/Form assignment/Seminar

Introduction
Creative and multimodal introduction which connects to the box's content.

Theory
Basic theory linked to the box's content.

Exercises
Preparatory exercises that provide the base for each box form assignment. Can be done both  individually and in groups.

Reflection
Scheduled time for reflection on theory and exercises.

Theory
Supplementary theory that highlights/clarify/complement the first theory session.

Exercises
Additional preparatory tasks. Can be done both individually and in groups.

Assignment
The main assignment of the box is linked to the specific material medium and turnover of theoretical content, methods and tools. Implemented as group work.
Seminar Presentation of the form assignment of the box and peer review of another group's work.

C: Lecture and exercises.For each box a reflective diary and a visual portfolio is created that gives the student the opportunity to collect, organize, evaluate and document the knowledge and gained experiences.

Announced at the start of the course.

A-B, D, H: Attendance (80%) of lectures. Actively working with exercises/tasks in the classroom. Make use of supervision sessions. Completing assignments. Make well thought through peer reviews on all the form assignments and be able to give and take criticism during seminars. Submit final work on all the form assignments in all the boxes in Reflective diaries and Visual Portfolios.

C: Attendance (80%) and active participation in lectures and exercises.

Preparatory exercises made in the classroom are graded according to the principle fail/pass.

Each Box is examined based on process and actual results in accordance with the principle fail, 3, 4, 5 and represents a combination of both the joint work in groups by:
- Ability to use the relevant facts, theory and methods.
- Ability to translate/convert the acquired knowledge into practical skills and abilities in chosen material/form medium.
- Ability to put the work carried out in pictures, drawings and/or other representations of the process and results in a relevant way.
- Using a relevant vocabulary at seminars and final presentation.
and by:
- Individual performance in Reflective diary and Visual Portfolio for each of the boxes.

Over all boxes the degree of progression is also assessed, something that complements the overall grade, which is based on an average of the score of completed tasks.