Art Center College of Design, Department of Environmental Design, Summer 2003

this class will include:
>sketchbook -8.5” x 11” or smaller
-keep with you at all times!
-a record of all thoughts as a designer this term
-collect images, scraps, inspirations, sketches, notes, dreams...
-will play a central role in the development of your work.
>slideshows & films -weekly presentations of 20th c. designers and their work
>readings -weekly discussion of readings
-reader will be ready week 2
>analysis
animal habitats:
-for the second exercise students will analyze an animal habitat
-this inform and lead to the process of transforming this into something else
polar bear, beaver dam, bower bird, weaver bird, termite tower, beehive, coral reef, spider web, ant colony
residential design projects:
-through out the term students will be studying and analyzing a project.
-each project is an example of great design at a modest scale.
-each project responds to external and internal forces.
-they go beyond architecture to urban, landscape, interior, furniture...
-this project will also be a source for analysis in the 1st term drawing class
gehry residence / frank gehry, villa mairea / alvar aalto, villa savoye / le corbusier, villa a bourdeaux / rem koolhaas, schindler house / r.m. schindler, schroder house / gerrit reitveld, dymaxion house / buckminster fuller, barragan house / luis barragan, barcelona pavillion / mies van der rohe

-each student will select an activity / profession.
-this will be the basis for the last three design projects
-this may include: artist: painter, photographer, sculptor, writer, filmmaker; scientist: botanist, geographer, astronomer, geologist; performer: musician, dancer, magician, actor; athlete: surfer, climber, swimmer

>exercises
1.
-select animal habitat
-analyze: research, collect, read, draw
-respond: abstract, diagram, model
-transform: design, develop, build, draw
2.
-select residential design project
-analyze: research, collect, read, draw
-respond: abstract, diagram, model
-transform: design, develop, build, draw
3.
-select a place and a profession/activity
-create an environment(s) for this activity at this place for one person
>student presentations
-each student will give 2 presentation during the term.
-one on the designer of the project they selected.
-one on another designer from the list:
> installations:
-students will be doing installations in the studio space.
-this is crucial to the studio environment.
-these may take many forms, and will evolve and grow though out the term.
-each students work space should reflect what they are thinking about.
-each space should display and expose what they are working on.
-the space should be used as an environment to test and explore ideas.
-these may at times be full-scale studies.