A Midsummer Night's Dream @ CDNIS

Grade 8 Language A & Technology: A Transdisciplinary Assignment

A MidsummerNight’s Dream

Grade 8 Language A & Technology: A Transdisciplinary Approach

William Shakespeare’s

A MidsummerNight’s Dream

@ CDNIS DESIGN CONTEST OPENANNOUNCEMENT: DESIGN CONTEST OPEN


It is now the year 2080. CDNIS’s an-nual MYP theatrical productions is celebrating its 75th Anniversary. Mr. Tsang and Mr. Smeed (who really should have retired years ago) con-tinue to produce extraordinary school plays. This year they want to put on A Midsummers Night’s Dream (AMND). Their vision is to creatively blend the fairy and human worlds. They want all set pieces and props to function in both worlds. At this point the actual style and design of the play have not yet been determined. That

deci-

sion is being left to CDNIS’s grade 8 students. As a group the 8s will select the most appropriate set pieces and props from each class. Decisions will be based the needs of the play (design specs).Mr. Tsang and Mr. Smeed want original design ideas. Can you imagine AMND being put on in a McDonald’s in the year 2075? What would the fairy and human world’s look like if it was all set in a spaceship with no gravity? What about staging the play in 2011 at a Tin

Hau temple?

Your challenge is present a design concept to your

grade 8 peers. Who will themselves decide if your concept should be submitted to Mr. Tsang and Mr. Smeed. All submis-sions must consist of a single prop or set piece and must re-flect the style of the intended design theme.

The producers, wanting their pro-duction to be unique, have two rules, all submis-

sions must be built in the SketchUp. All prop or set pieces must

func-tion in both the human world and the fairy world.

Neither Mr. Tsang or Mr. Smeed wants you to be constrained by the cumbersome realities of gravity or scale. Do not be limited by what is “realistic” (check out the whale, two fish, and boat in the pond inside the crown). In the fairy world your object might be a magic flute with lips and in the human world a fancy ivory tooth-pick with transparent pink gems. Per-haps a goblet in the human world might become a bathtub in the fairy world. Remember, through, a bathtub works only if there is a water scene in the fairy world of AMND. If not can’t build one...um, unless you can justify it.

Have fun with your objects. A word to the wise, keep your designs man-ageable. Follow the KISS rule. Don’t go crazy building a whole set or multi-ple props. You will be successful if you focus on simplicity, humour, wit, and thoughtful creativity.

To the left is the fairy world set piece. Be-

low is the human

world prop.

Create a Stage Prop Be Inspired By Fairies

http://tinybitsofred.com/

AOI - Human Ingenuity Reflect on how technology can be

used to inspire or diminish creativity.

http://tinybitsofred.com

http://tinybitsofred.com


Design Cycle INVESTIGATE Your challenge here is to fully understand the

problem and then present a feasible solution

Language A* Criteria A - The blue questions will be assessed using Criteria A

Criteria B and C - the Design Folder will be assessed using Criteria B and C

INVESTIGATE - 6 MARKS

‣ What is the problem?‣ Who is the client? Who is the audience? ‣ Are you designing for the client, the audience, or both (explain)?‣ What is concept art? How many must you create for this project? ‣ What are the technical challenges?‣ How will you learn about the tools you will use? ‣ What does A Midsummer Night’s Dream have to do with the challenge?*‣ Explain how your prop morphs between the fairy and human worlds.*‣ What are the elements & principles of 3D design? ‣ How many feasible design ideas must you sketch?‣ Who is your prop for? Which character(s)?*‣ When is the prop used? Act(s) and Scene(s)?*‣ Why is the prop necessary?*‣ What does the prop add our understanding of the scene or character?*‣ What is your solution to the challenge?

Documents to include in the INVESTIGATE section of your Design Folder?‣ State design challenge and its relevance to CDNIS in your own words ‣ Design Brief

๏ What might entertain an audience of grade 8 students? ๏ Identify and explain your inspirational images๏ How will you use the elements and principles of 3-dimensional

design to create an excellent prop or set piece?‣ Design Specs

‣ Detailed description of the conditions, restrictions, and requirements with which the design must comply. This is a precise and accurate list of facts such as tools, dimensions, methods, and conditions.

‣ All feasible ideas must comply with these design specifications ‣ Test to measure how closely the products meets the design specs and how

much grade 8 students like it. ‣ Record of Learning

๏ What can you learn form prop and set designers๏ What can you learn about SketchUp๏ Elements and principles of 3D design

The TestThe Test Create a six

question survey asking questions

about form, content and

clients


The prop to the left doubles as both a candle stick and a sword. In the world of the fairies the prop is a sword and in the human world it is a candle stick.

Form - refers to design, the look, and structure of the actual object. For A Midsummer Night’s Dream it means the genre of the written work is a play (as opposed to a poem), written in verse, the lan-guage of old English.... We could talk about the fact that the original was written on paper, in ink, and presented as a folio. The materials used to make it, components, and the overall look of the object. For your 3D model we would talk about it as a virtual ob-ject, existing (virtually) in three dimensions. For the crown shown here we would add that the domi-nant colour is yellow, ad-ditional colours include green, orange, and grey. The crown has a cross on the top and a ring of transparent orbs around the edge. We could go

into increasingly specific detail is necessary. Content - refers to the product’s purpose and its meaning. For A Midsummer Night’s

Dream this will be found in the nature of

the characters, the use of

symbols and motifs,

plot twists, and meta-

phors. We could identify the play as a Comedy. We could identify the dominant themes, morals or lessons in the play. The content of the 3D crown are things like authority, power, elegance, and ornate.

A success-ful de-signer will always con-sidered both form and content.

INVESTIGATE: Form & Content The Elements & Principles of 3D Design

Elements & Principles

3D DesignWhat will your 3D prop or set piece look like?

The formal qualities of music are not the same as the formal qualities of a painting, obvi-

ously. The formal qualities of a painting have a lot in common with the formal qualities of a photograph. When we de-scribe the formal qualities of a painting, drawing, photograph, or even a 3D ob-ject we are describing the elements and principles of design. ..................................................................

The elements and principles of design for 3-dimensional objects are different from

those of a 2-dimensional paintings or photographs because 3-dimensional objects have real mass and volume. Even though they are 2-dimensional,

we describe computer generated 3-dimensional object as if they really existed as 3-dimensional

objects. So, when designing your props - think 3D!

In your record of learning, make brief notes on what you’ve learned about the elements and principles for 3D design.


INVESTIGATE: Set Designers Inspired By Awesome Designers

In your record of learning, identify what you learned from these four set designers.

Kent Homchick’s Portfoliohttp://carbon.ucdenver.edu/~khomchic/portfolio/homchick_portfolio.htm

Explore Homchick’s Theatrical Design portfolio. How important do you think draft sketches and preliminary drawings are to the development of his concept art and design cycle? Take a look at his design process for Come Back to the Five & Dime, Jimmy Dean, Jimmy Dean. What can you learn from Homchick about your own design process?

Go into Homchick’s Production Drafting portfolio and study the details of his design for Peter Pan set.

Go into the other areas of Homchick’s site to find other inspirational ideas and design solutions.

Sophie Neil http://www.sophieneil.co.uk/portfolio22.html

Neil uses a variety of tool to develop set and prop concepts one of which is CAD (computer aided design). The object to the left became the stage for the play, The Penultimate Truth.

Rhiannon Newman Brown http://www.rhiannonnewmanbrown.com/

Newman Brown’s discusses her design process in the video on her site. Watch it. You will be surprised at what you already know and inspired by what you learn. While at Newman Brown’s site take a look at some of her set designs.

Colin Winslowhttp://www.winslow.uk.com/tech.html

Winslow offers some interesting information about the impact technology is having on set design. What reasons does Winslow give for using 3D rendering software?

http://carbon.ucdenver.edu/~khomchic/portfolio/homchick_portfolio.html

http://carbon.ucdenver.edu/~khomchic/portfolio/homchick_portfolio.html

http://www.sophieneil.co.uk/portfolio22.html

http://www.sophieneil.co.uk/portfolio22.html

http://www.rhiannonnewmanbrown.com

http://www.rhiannonnewmanbrown.com

http://www.winslow.uk.com/tech.html

http://www.winslow.uk.com/tech.html


Conceptual Designer http://3dconceptualdesigner.com/3DCD_md_reel/

INVESTIGATE: 3D Magic Checkout The Videos & Tutorials

Sketchup - Bee Part 1 (follow links to Parts 2, 3, & 4)http://www.youtube.com/watch?v=_AqA_e-Rd_g

SketchUp animation: Transformers Bumblebee http://www.youtube.com/watch?v=gUtkIRt6MpA

SketchUp Artistshttp://www.sketchupartists.org

Set piece - How to Build a Spiral Staircase in Sketchup http://www.youtube.com/watch?v=LZQZy36I7L8&feature=related

Designing Uncharted 2 with SketchUphttp://www.youtube.com/watch?v=8mkPRmqUlFw

Create cool stuff with Google SketchUphttp://www.youtube.com/watch?v=5PLSlHbQ-bc&feature=relmfu

Character Design - For truly committed 3D designers only http://www.giantmonster.tv/giant/?p=396

In your record of learning, identify what you learned about SketchUp and/or 3D de-sign from the sites you visit.

http://www.giantmonster.tv/giant/?p=396

http://3dconceptualdesigner.com/3DCD_md_reel/




http://www.youtube.com/watch?v=_AqA_e-Rd_g

http://www.youtube.com/watch?v=_AqA_e-Rd_g

http://www.youtube.com/watch?v=gUtkIRt6MpA

http://www.youtube.com/watch?v=gUtkIRt6MpA

http://www.sketchupartists.org




http://www.youtube.com/watch?v=LZQZy36I7L8&feature=related




http://www.youtube.com/watch?v=8mkPRmqUlFw




http://www.youtube.com/watch?v=5PLSlHbQ-bc&feature=relmfu









Tools Selection

Paint Bucket

Rectangle

Circle

Polygon

Move/Copy

Rotate Object

Scale

Orbit

Zoom

Zoom Extends

INVESTIGATE: SketchUpLearn How Use These Tools & Functions

Functions๏ Axes (Solar North)

๏ Aligning & Inferencing๏ Point of Origin๏ Orienting in Space

- rotate/zoom- houses (front...)

- panning๏ Array๏ Intersect Faces

๏ Scenes๏ Components

๏ Groups

Component Maker

Erase

Line

Arc

Freehand

Push/Pull

Follow Me

Off Set

Pan

Zoom Window

Zoom Previous

Learning SketchUp @ CDNISThere are regular SketchUp sessions after school. You are expected to participate in at least one.

Online Tutorials AboutTools & FunctionsSketchUp - How to build an array - http://www.youtube.com/watch?v=kI0nSmvQngY&feature=related

3 Self-paced Tutorialshttp://sketchup.google.com/3dwarehouse/details?mid=a00309dbdab49ffb545172f70efed474&prevstart=0

SketchUp Videoshttp://sketchup.google.com/intl/en/training/videos.html

Help in SketchUp

Explore this set of tools only if

you want to.

Explore this set of tools only if

you want to.

Using the array function makes the creation of re-

peated objects easier.

http://www.youtube.com/watch?v=kI0nSmvQngY&feature=related

http://www.youtube.com/watch?v=kI0nSmvQngY&feature=related

http://sketchup.google.com/3dwarehouse/details?mid=a00309dbdab49ffb545172f70efed474&prevstart=0






http://sketchup.google.com/intl/en/training/videos.html





Design Cycle PLAN There are TWO parts to the plan;

DESIGN (planned product) & PLAN (schedule of production).

PLAN - 12 MARKS

The PLAN is a combination of your solution(design) to the chal-lenge and the process (plan) you will follow to successfully create your props or set pieces.

Design - 6 Marks

‣ From your collection of feasible designs (see sketches) each evaluated against the design specs, select one that best meets the design specs. ‣ Explain why the one you chose is the best option (refer-ence the design specs).

Plan - 6 Marks

‣ You will provide a detailed and logical plan for the comple-tion of your solution to the challenge. We recommend iCal, FirstClass calendar, or Google calendar. Include both major and milestone deadlines (and additional time for learning)‣ You will evaluate your plan and justify any modifications to the design ‣ If you need to modify your design because of the schedule (design was too complex to be completed on time or was to simple and realized expected resources are not avail-able) record the changes before beginning CREATE.

A page of initial ideas might look like this page.

The next step is to choose one to develop into a 3D concept. To do that, evaluate each against the de-sign specs. Which one works best?

Do not feel you must draw from your head. An experienced designer looks at other drawings and photographs for in-spirations and guid-ance. Just remember to reference your sources!

The drawing of the crown one the left inspired the 3D crown on the right! Include your refer-enced images in your design folder.


CREATE - 6 MARKS

During this section of the Design Cycle you are going to demonstrate your ability to effectively and creatively use SketchUp to CREATE a prop or set piece for A Midsummer Night’s Dream.

‣ You will demonstrate that you can follow your plan and meet the de-sign specs. ‣ You will justify any modifications to the original design‣ You will justify any modification to the original schedule ‣ Process Journal

๏ Screen shots of the development of the prop or set piece๏ Screen shots dated with comments discussing the rationale for the screen shot

- “Array function used to create multiple gems.”- “Had to modify the design to include a handle for the actor to hold the prop.”

- “These two shots show the difference between a 30% opacity and an 80% opacity. After consulting with a my teachers, I chose the 80% opacity.”

- “These six screen shot present the final set piece from all six sides.”

Design Cycle CREATE A carefully following the process is how you will

achieve the highest marks and build the finest product.

Can you see how the design changed from original sketch to concept art?


Design Cycle EVALUATE A carefully following the process is how you will

achieve the highest marks and build the finest product.

Evaluate - 6 MARKS

In the INVESTIGATE section you decided on an objective method for the evaluation of your final product.

‣ Evaluate how well your final product (concept art) meets the requirements set out in your Design Specs.‣ Provide evidence of the testing‣ Feedback from the intended audience‣ Evaluate your performance at each stage of the design cycle‣ Evaluate the impact of your solution on the your peers.

ATTITUDESAre not part of the Design Cycle but they are acritically important part of your learning.

Attitudes - 6 MARKS

There are two parts of this criterion; personal engagement (motiva-tion, effort, positive attitude) and attitudes towards safety, coopera-tion and respect for others.

‣ You have consistently displayed a satisfactory standard in both of the aspects - personal engagement and attitudes

Grade 8 Language A & Technology: A Transdisciplinary Assignment R

ubri

c Plan Design Investigate

0Level 1-‐2

Level 3-‐4

Level 5-‐6

Task Speci6ic Details

You

expl

ain

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prob

lem

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atio

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ome

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entio

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why

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ith g

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sts

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olut

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how

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late

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to th

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opria

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ased

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chec

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n ev

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of y

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t thi

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age

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rovi

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(to b

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cal s

teps

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at d

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use

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oth

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time.

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eval

uate

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stify

any

mod

ificat

ions

to

the

desi

gn.

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n or

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zed

sche

dule

of l

ogic

al s

teps

to c

ompl

ete

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3D

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uct.

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u ha

ve tr

ied

to a

nsw

er th

e fo

llow

ing

ques

tions

:-

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the

plan

det

aile

d en

ough

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why

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Cou

ld th

e pl

an b

e fo

llow

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y so

meo

ne e

lse

and

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ny m

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catio

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ade

are

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ified

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n ev

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rman

ce a

t thi

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age

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ted

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riter

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Grade 8 Language A & Technology: A Transdisciplinary Assignment R

ubri

c Attitudes Evaluate Create

Des

ign:

to

pro

duce

a p

lan,

sim

ulat

ion

or m

odel

(e.g

. sto

rybo

ard,

scr

ipt,

page

layo

ut, 3

D p

enci

l ske

tch)

.D

escr

ibe:

to

giv

e a

deta

iled

acco

unt o

r pic

ture

of t

he s

ituat

ion

(e.g

. con

text

of t

he p

robl

em, n

eeds

of t

he c

lient

, int

ende

d au

di-

ence

).D

iscu

ss:

to o

ffer a

con

side

red

and

bala

nced

revi

ew th

at in

clud

es a

rang

e of

arg

umen

ts, f

acto

rs o

r hyp

othe

ses.

Opi

nion

s or

co

nclu

sion

s sh

ould

be

pres

ente

d cl

early

and

sup

porte

d by

app

ropr

iate

evi

denc

e.Ev

alua

te:

to a

sses

s th

e im

plic

atio

ns a

nd li

mita

tions

; mak

e ju

dgem

ents

abo

ut th

e id

eas,

wor

ks, s

olut

ions

or m

etho

ds in

rela

tion

to e

xpec

tatio

ns.

Expl

ain:

to

giv

e a

deta

iled

acco

unt i

nclu

ding

reas

ons

or c

ause

s.In

vest

igat

e:

to o

bser

ve, s

tudy

, or m

ake

a de

taile

d an

d sy

stem

atic

exa

min

atio

n, in

ord

er to

est

ablis

h fa

cts

and

reac

h ne

w c

oncl

u-si

ons.

Just

ify:

to g

ive

valid

reas

ons

or e

vide

nce

to s

uppo

rt yo

ur s

ugge

stio

ns.

Ref

lect

: to

thin

k de

eply

; con

side

r.St

ate:

to

giv

e a

spec

ific

nam

e, v

alue

or o

ther

brie

f ans

wer

with

out e

xpla

natio

n or

cal

cula

tion.

0Level 1-‐2

Level 3-‐4

Level 5-‐6

Task Speci6ic Details

With

gui

danc

e, y

ou c

reat

e at

leas

t par

t of a

pro

duct

.

You

used

a v

arie

ty o

f tec

h-ni

ques

and

equ

ipm

ent.

With

som

e gu

idan

ce, y

ou

follo

w th

e pl

an a

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FAQs - Frequently Asked QuestionsElements & Principles When talking about the elements and principles of 3D design, do we have to explain what each is about, or is just saying what they are okay? As you have already covered the elements and principles in a previous unit, your main focus for this unit is to be aware of the elements and principles that relate to 3D design. In your Record of Learning focus on a couple of elements and a couple of principles for 3D. Keep it succinct (clear and brief).

CitingI also used some info from the Issuu page, does that have to be cited? For some web-sites of design portfolios that were given to us, there isn't a sponsor and publish/copyright date, so how do I cite it (since I learned a few things there)?Think of the Issuu doc as the notes or lecture your teacher presents in class - I don't think you are ex-pected to cite teacher notes. Where limited information for citing is provided by a web site, follow the recommendations provided by the CDNIS library.

Concept ArtI don't really understand what concept art is. Is it the sketches/drafts that we have to create?Concept art is the art work that communicates the idea, the concept. It is not the finished artwork. It is not the finished. Your 3D prop or set piece designed in SketchUp will represent your concept or idea for the play. In the real-world, if the producers liked your concept the most they would design the whole play based on your concept. From your one concept piece a whole play would be designed. Cre-ating a concept piece allows the producers to select one concept from many concepts to build the play around. All you have to do is present a single concept. Design Brief: Defending Your SolutionFor the Design Brief, there was a part on the Issuu page that said, "General evaluation of the problem from different perspectives (judges, audience...others?)". What do you mean by that?Having considered the challenge you are have to write a brief explanation of how you intend to solve the problem. To ensure that your solution/design is valid, successful, and accepted by your client and audience, you will want to consider the challenge from their perspectives. The obvious perspectives or opinions you might consider are the judges (grade 8 students) and audience (CDNIS community). The "others" refers to anyone else you believe might offer valuable comments about your solution/design (do you know of any of the students in the Chance Fortune...?)


FAQs - continued

Design Folder: InvestigateWhat needs to be included in the Investigate section of the Design Folder? A. State, in your own words, The Challenge

B. Design Brief - identified props or set pieces and a collection of several inspirational images to support your evolving idea/concept (you will not have selected the final design)C. Design Specs - identified design specifications that apply to the final product regardless of the props/set pieces chosenD. A test of the final product (an outline of a survey based on the form and content as well as "client" approval). You don't have to complete the survey during this stage. You do have to ex-plain the general purpose of the survey and offer a brief explanation for each of the three sec-tions of the survey. E. Your Record of Learning,

1. Some analysis of the elements and principles of 3D design (from the Issuu doc & your research)2. A summary of what you learned from the prop/set designers - using the four design-ers from the Issuu doc3. A summary of what you learned about SketchUp - using links provided in the Issuu

doc (you will not be expect to have opened SketchUp and started playing with

The TestDo we make the survey test now or in the evaluate stage?You don't have to complete the survey during this stage. You do have to explain the general purpose of the survey and offer a brief explanation for each of the three sections of the survey.


LESSON ONE: INVESTIGATE

AOI - Human Ingenuity - Reflect on how technology can be used to inspire or diminish creativity.

Presumptions:1. Students will come to class having read A Midsummer Night’s Dream and the first page of this document.

Learning activities:

1. Teacher will lead class reading of the page Create a Stage Prop. (8 minutes)2. In small groups students discuss the challenge, asking each other questions and clarifying expectations. The

objective is to have the students understand the design challenge: that the prop or set piece can work in either

the human or fairy world; that the focus is on creativity not actual use - like the crown/pond, it does not have to actually work; that they can put the play in any environment that they want (10 minutes)

3. Individually students outline, in their own notes, the details of the design challenge. (student)4. Teacher will show the video Designing Uncharted 2 with SketchUp - http://www.youtube.com/watch?v=8mkPRmqUlFw

5. Class will share what they already know about the elements & principles of design. Scaffolding onto that knowl-

edge, the class will read the page Investigate: Form & Content. The teacher will present the Es & Ps relevant to 3-dimensional design. (Elements: plane, line, mass, & volume. Principles: repetition, emphasis, & balance)

6. Look at all Investigate pages to make sure the expectations are clear. These must all be completed by next LTT visit.

Follow-up learning activities to be completed by next lesson (one week):1. Students have completed the setup of their Design Folder in Word

2. Students will completed the writing and posting of their Design Briefs and Design Specifications3. Students will

4. Introduce SketchUp5.

Form - refers to design, the look, and structure of the actual object. For A Midsummer Night’s Dream it means the genre

of the written work is a play (as opposed to a poem), written in verse, the language of old English.... We could talk about the fact that the original was written on paper, in ink, and presented as a folio. The materials used to make it, components, and the overall look of the object. For your 3D model we would talk about it as a virtual object, existing (virtually) in three

dimensions. For the crown show here we would add that the dominant colour is yellow, additional colours include green, orange, and grey. The crown has a cross on the top and a ring of transparent orbs around the edge. We could go into in-

creasingly specific detail is necessary. Content - refers to the product’s purpose and its meaning. For A Midsummer Night’s Dream this will be found in the na-

ture of the characters, symbols, motifs, the plot twists, and metaphors. We could identify the play as a Comedy. We could identify the dominant themes, morals or lessons in the play. The content of the 3D crown are things like authority, power, elegance, and ornate.

A successful play or 3D product will have considered both form and content.




Presumptions:1. Students will come to this

stage of the design cycle having completed the Investigate stage.

Prop or set piece concept will have been selected. The actual design will be developed now.

Learning activities DESIGN:

1. Teacher will lead class reading of the page Design Cycle: Plan.

2. In groups of two students will share their concepts. Each student will present her or his

feasible concepts. The partner will critically, thoughtfully, and

respectfully challenge the de-signs. Pairs will break and a new pair will for to repeat the activity. Students will record the feedback given by peers including it in the notes of the Design Folder.

3. From the feedback provided students will select the concept to be further developed. Students will modify their designs as needed. It is important to make a few brief notes justifying modifications

Learning activities PLAN:

Once you have decided on the final design, it is important to plan its creation.

1. When is the create stage due?

2. What are the key due dates for the rest of this project?

3. Knowing the key due dates, develop a schedule for completing the creation cycle on time.

4. What are the elements, issues, tasks that will have to be managed to successfully complete the task?5. What additional skills and/or knowledge will you need to successfully achieve your goals?

Having developed your schedule and plan review it and modify it as necessary. Be sure to make notes about the modifi-cation and improvements you made to your schedule and plan.

You will not have enough time in class to learn all you’ll need to know about SketchUp. It is your responsibility to

explore the online tutorials and participate in the after school session BEFORE you begin the create stage.

LESSON TWO: DESIGN & PLAN



LESSON THREE: CREATE



ELEMENTS & PRINCIPLES OF 3D DESIGN


The Elements and Principles of Three-Dimensional Design * Design: v. to mark out, to plan, purpose, intend...n. a plan conceived in the mind, of something to be done...n. adaptation of means to end... The Shorter Oxford English Dictionary

Elements of 3-D Design

Space: the environment around an object. Plane: a flat or level surface.Line: the edge or outline of a form, the meeting of planes.Mass/ Volume: closed, independent, three dimensional form. Sometimes mass refers to a solid object and volume refers to the open space surrounded by material, as in a bowl or other vessel.Shape: positive and negative: positive shape is the mass lying between contours. In three-dimensional work, the visible shape or outer limit of a form changes as the viewer's position is changed. Negative space is empty space defined by positive shape, the space between shapes.Value: light and shadows on the surface of formsTexture: the surface quality of a form –– rough, smooth, weathered and so on.Color: in 3D design, the actual color of the material being used.

Principles of 3-D Design

Harmony: resolution of forces in opposition.Contrast/ Variety: different qualities or characteristics in a form; interest generated in a work by using a variety of shapes, forms, textures and so on.Rhythm/ Repetition: rhythm is the result of repetition; three rhythmic devices include: 1) the duplication of the same form 2) two forms used alternately; and 3) the sequential change of a form (large to small, for example.)Emphasis: something in the work must dominate. A high point or climax occurring in the work, or the domination of a motif or design element.Continuity: organized movement or rhythm (repetition, alteration and progression)Balance: ordered relationship of parts. whether symmetrical or asymmetrical; equilibrium. Symmetrical Balance: equal visual units right and left/ top to bottom of an imaginary center point. Asymmetrical Balance: visual balance achieved by dissimilar visual units; for example, two or three small shapes on the right balancing one larger shape on the left.Proportion: elements compared, one to another, in terms of their properties of size, quantity, and degree of emphasis.

* From San Jose State University’s School of Art and Design - gallery.sjsu.edu/tutorials/3Dterms.doc

Methods For Creating Three-Dimensional Forms *

The four basic methods for creating three dimensional forms are as follows:

Subtraction: the old cliché of the sculptor seeing his "ideal form" within a rock (or other mass of material) and carving or chipping away at the excess until he finds it, or "frees" it (in critic Rosalind Krauss's words, "releas[ing] the sculptural ob-ject like surgeons assisting a birth.")

Manipulation: modeling malleable materials such as clay.

Addition: a sculptural method in which form is created by building up materials. This method encompasses many con-temporary materials and techniques, such as the assemblage of objects from wood, metal, plastics, adhesives, fasteners, etc. Objects which use techniques derived from the world of furniture construction and carpentry are included in this category, as are objects welded or riveted together, or made from found materials.

Substitution: the creation of a duplicate of an object (either found or made) by making a mold of that object and casting another material into the mold to make the replica.

Vocabulary Commonly Used When Describing 3-D Design

Abstract: (adjective) referring to art that simplifies, emphasizes, or distorts qualities of a real-life image rather than art that tries to represent its surface details accurately. In some cases, the intent is to present the essence of an object rather than its outer form.

Abstract: (verb) to simplify, emphasize or distort qualities of a real-life image.

Amorphous: having a shape without clarity of definition/ formless, indistinct, and of uncertain dimension.

Anthropomorphic: Having qualities reminiscent of the human form; referring, however remotely, to the human form or human gestures.

Articulated: attached with a flexible or movable joint, as in the digits of a finger.

Assemblage: a work generated from a variety of objects and/or forms originally intended for other purposes.

Attenuate: make thinner, more slender (e.g. Giacometti’s human figures are attenuated.)

Axis: a line, real or imagined, around which the material that composes an object appears to be organized.

Cantilever: a structural member, as in architecture, projecting from an upright, and unsupported at the opposite end.

Casting: a sculptural technique in which liquid materials are shaped by being poured into a mold.

Composition: an ordered relationship among parts or elements of a design.

Concave: a negative area in a plane or surface, a scooped out or indented form or area.

Content: the substance of a work of art, including its emotional, intellectual, symbolic, thematic, and narrative connota-tions.

Contour: the outline of an object

Convex: a protrusion, or outwardly pushing form like a nipple or breast.

Craftsmanship: aptitude, skill, or quality workmanship in use of tools and materials.

Disparate: separate, distinct, dissimilar (often applied to objects or elements placed together in a composition).


Dominant: refers to elements in a composition; the dominant volume is the largest element in a group, the most interest-ing and dramatic in character.

Elegant: with respect to design (or mathematics): ingeniously simple and effective, free of extraneous detail.

Elevation: in orthographic projection, the front, back, and side views of an object or architectural structure.

Fabrication: the action or process of manufacturing or constructing something.

Form: The organization or arrangement of all the visual elements which develop a unity in the total work of art; the totality of a work of art.

Found object: any object incorporated into a piece of art but not actually “made” by the artist (e.g. Duchamp’s urinal--- a thing from the “real” world transformed into a piece of art by the artist’s declaring it as art and placing it in a museum.)

Frontal/ frontality: composition of volumes entirely from the front view.

Gesture: a sense of direction or movement suggested by the arrangement of elements in a work of art

Geometric: mechanical, human -made shapes (square, circle, triangle,) with regular edges.

In-the-round: the allusion to tri-dimensionality

Joinery: the system which connects two or more parts of a thing; usually refers to connections between pieces of wood.

Juxtaposition: placement side by side; relationship of two or more elements. in a composition.

Kinetic: construction that contains moving elements set in motion by air, motors or gravity.

Linear: involving or consisting of lines, looking like a line, narrow and elongated.

Malleable, malleability: the capability of being molded, taking shape or being made to receive desired form.

Maquette: a small, scale model for a work intended to be enlarged.

Medium, media (pl): The material(s) and tool(s) used by the artist to create the visual elements perceived by the viewer.

Minimal: in art, characterized by the use of simple or primary forms, structures, etc., often geometric and massive.

Modular: involving the systematic use of a single unit of design, repeated and varied in position, angle, or combinations creating larger forms or units.

Object: anything that is visible or tangible and stable in form. A thing.

Organic: free forms representing living things that have irregular edges. Also, biomorphic.

Perforated: pierced with a hole or holes (like Swiss cheese, for example.)

Planar: made of, or dealing with, planes (as opposed to lines or volumes.)

Platonic solids: each of the five regular polyhedra (tetrahedron, cube, octahedron, dodecahedron, icosahedron).

Polyhedron: a solid figure or object with many (usually more than six) plane faces.

Radial: compositions that have the major images or design parts emanating from a central location.

Relief: sculpture in which forms project from a background, usually mounted on a wall. It is classified according to the degree to which it is raised from the surface: high relief, forms moving out from the surface; low relief, forms remaining close to the surface.


Representational: presenting a subject (a person or object) in such a way that the viewer is reminded of “real” people or objects.

Scale: the relationship between the size of an object and the size of its surroundings.

Sculpture: the art of expressive shaping of three-dimensional materials.

Serial: things in succession or installment, which vary from one another but belong together through form or content.

Subdominant, subordinate: refers to the "lesser" elements which complement or support the role of the "dominant" element in a composition.

Style: the specific artistic character and dominant trends of form noted during periods of history and art movements. Style may also refer to artists' expressive use of media to give their works individual character.

Stylization: The simplification of a form to emphasize its design qualities. Also, referring to remembered “representa-tions” of an object as opposed to what is actually present.

Symbol: something used for or regarded as representing something else, as in signs, emblems or tokens.

Tactile: perceptible to touch; that which is tangible.

Three-dimensional: having height, width, and depth; a thing existing in space

Translucent: allowing light to pass through, but not defined objects.

Transparent: a form or plane which can be seen through, such as glass.

Void: a hollow, concavity, or unoccupied space within a solid object or mass.


We want you to have a bit of fun

with the Design Cycle, if you want to.

You are welcome to complete it as you

have for the previous units. However, if

you’re interested in something completely different we invite you to experiment. Just as your 3D design need “not be constrained by the realities of gravity or scale”; your Design Folder is about to be liberated from the limitations earthly beings are normally subject.

Can you imagine presenting parts of

the Design Folder in totally different

ways? We can. Do you prefer talking to writing? Are you a good singer? Wanna present your Design Brief as a song? A rap? What about a video to explain your Design Specs?

We are not going to tell you how to

present your ideas, plans,

modification....or product evaluation. You are free to present your knowledge

and understanding any way

you want... only two rules (and they are absolute rules) your plan must be approved by your

teacher BEFORE you begin and all files must upload to Mahara.

Need some

suggestions to

get you started?-Record your Design Specs and Brief in

iMovie with simple subtitles. In the video

show pictures of the images that are in-spiring you. Show a picture of someone from your target audience.

- What about an En-hanced Pod-Cast (a Pod-cast with pic-tures and text)?

- Could you present your Specs and Brief with Keynote?

Alternative Paths to Success It is time to shake up the Design Cycle!

Finding your path to success may be the most challenging part of this unit.

A Midsummer Night's Dream @ CDNIS

Documents

Transcript of A Midsummer Night's Dream @ CDNIS