Delight in Light 2013

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Miskin Arts Student name:____________________

PROGRAMME OF STUDY: BTEC Level 3 Extended Diploma in3D Design


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SERIES: CollaborativeYEAR: 2Head Designers: Mark Addy & Selina De La Motte

PROJECT TITLE: Lighting Product Design ProjectIN COLLABORATION WITH: Delight in Light

Start date: Thursday 19 September 2013Deadline for completion: Thursday 24 October 2013Deadline for report hand-in: Thursday 24 October 2013Assessment dates: Thursday 7 November 2013

This project has been planned to provide evidence for assessment of the following units:

Unit 86: Extending Specialist Techniques

Unit 93: Small-scale WorkingUnit 94: Small-scale Design

Important note: This project is available in a larger font, on alternative colouredbackground and can be assessed remotely through your Tumblr site. Thetasks are formatted so that they can be viewed and tackled in bite-sizechunks. Interim on-going assessments are always available; if you need help,do ask your tutors.

Attached to this project brief are grading charts for these units explaining the criteria

against which your submitted work will be assessed.

GRADING: These units will be graded as pass, merit or distinction.

Internally verified by: Marie McGovan


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Project BriefA4DM008-1314 3D Design

Year: 2

Project Title: Lighting Product Design Project in collaboration with Delight in Light.

You can work individually or as a pair on this project, however presentation work must bepresented individually and be different in both style and format.

Exploring light

Background

Light is fundamental to the survival of our own being and the plant life that surrounds us. Fornearly 200 years mankind has been able to create artificial light and harness it for functional anddecorative purposes.

Light is unique in the way it can create and affect atmospheres. Light can vary from a centrepieceto a lighting installation, a chandelier in a hotel lobby, to a pendant light in a home, from an

intimate restaurant scene, to task lighting in an office, sports stadium lighting or to the emotive

lights used to set scenes in stage plays as well as functional street lighting.

Light affects people at many levels; the way people appear and the way they behave. The effects

of a lamp can change a whole room and still affect people when they turn away.

Brief

For this project you are required to design a light of your own choice and function. You must

assess the type of light that you wish to design: desk light, Floor Standing, Wall Mounted,

Pendant, Torch, Camping, Bicycle Lights etc.

You will need to design your light with consideration to the environment into which it is to sit,

understanding the user and the lights functionality, you must understand the light source that you

intend to use in your product, as well as assess the appropriateness of the bulb types and

mechanisms that you require to switch on / off, faze, dim, change the mood of and actions

required to activate the light.

You will need to address the environmental impact that lighting will affect (Light pollution, harmful

chemicals, high energy production methods, recycling and disposal of parts (light and bulb unit).

Consider the effects of direct light, reflection, refraction, indirect light, gels, and other materials that

you may be able to utilise and exploit within your design.

Task 1 - Research: Unit 86 (P1, M1, & D1) Unit 93 (P1, M1, & D1) Unit 94 (P1)

Integrate research findings into original ideas through the design cycle, exploring the creativepossibilities of light using halogen, tungsten and compact fluorescent lamps. In your researchexplore the properties and characteristics of diverse production technology, equipment

and processesthrough experimental approaches by investigating LED, Electroluminescentfilm and other halogen and 240v lamp sources, as well as understand the functions oftransformers and methods with which you are able to interact with your product as well as themood or function you wish to create. Experiment with combinations of transparent, translucent,reflective and solid materials to create lighting effects.


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As part of the project you will need to explain the purpose of a brief for a small scale designprojectby creating an two design boards which reflect aesthetic/functional requirements and theclient/purpose. This should be 2 x A3 size and contain at least 30 different images that providecreative direction and inspiration for your final design within your chosen field and market group(Use magazines or brochure images). Use the library for design magazines, books and websiteslike designboom, core77 and design-engine to find your design heroes! Do not however rely solelyon the web for research!

Task 2 - Concepts: Unit 86(P2, M1, D1), Unit 93(P3)Unit 94(P2, M1)

From the design process integrate research findings into original ideas, developing yourideas in response to a theme. This research should aid and develop ideas for small-scaleworking and production. Communicate a minimum of 10 concepts using quick fully renderedsketches supported with sketch models with additional supportive rendered detail drawings and

maquettes to communicate to the class. Show independence in carrying out purposeful andconfident design development, by considering the different roles that light plays from function todecoration. The emphasis on this project is experimentation and innovation. We do not want moreof the same fittings that are already on the market reworked, or reinterpretations of designclassics.

Remember that sketch models are quick methods of understanding shape, size, proportions, fixingmethods and should be explored quickly using appropriate materials in own work then exploringmore refinement through the use of specialist techniques at a later stage.

You must select only one design to take forward!!

Task 3 - Refined Concepts; Unit 86 (P4, M3, D3) Unit 93 (P2 & M2) Unit 94 (P3, M2 & D1)

You are now required to select your final design. For this you will need toproduce innovativeand effective outcomes, reflecting purposeful research, development, analysis and refinedideas for effective presentation to audiences. You will demonstrate the refinement of the finalidea through further rendered imagery and supporting maquettes to prepare you for the making ofthe final concept. You will also need to show an individual, exciting and perceptive approachwith critical understanding in creating / presenting functionally and aesthetically assuredsmall scale development and final workthrough a series of technical rendered drawings of thefinal idea, along with details of the parts.

Task 4 - Final Presentation: Unit 86 (P5, M4, D4) Unit 93 (P4) Unit 94 (P4)

With your final design selected, you are now asked to confirm how technical understanding

informed creative decisions, through your PowerPoint presentation. Your PowerPoint should

record and present the results of investigations and experimental work, with a large rendered

image of your final product (See samples in the studio), situated within its proposed

surroundings. Imagery should be of exceptionally high standard and quality. Finally you need

to realise small scale design outcomes, through the presentation of your final model.


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Requirements

Refinement of the project brief; highlighting the designers / products that have inspired you.

Use text and imagery to indicate the direction chosen.

Detail the products functions, settings, location, use, setup, assembly etc.

Storyboard / mood board.

Rendered CAD model of product.

Evidence of working safely with others.

Key Dates and Deliveries: There are 6 working weeks to complete this project.

Introductory briefing Thursday 19th September 2013.Interim Presentation 1 Tuesday 8th October 2013.Interim Presentation 2 Tuesday 15th October 2013.

Deadline and FinalPresentation for assessment: Thursday 24th October 2013.

This assignment will provide evidence for the following specialist units:

Note: This will be your only opportunity to undertake unit 86. This grade will therefore be

permanently transferred to your tracking sheet.In order to pass this project you will beassessed against ALL the following requirements:

Unit 86: Extending Specialist Techniques

86.1 Be able to generate ideas in response to a theme in a specialist field86.2 Be able to use specialist techniques86.3 Be able to produce finished outcomes using specialist techniques86.4 Understand work produced with specialist techniques

Unit 93: Small-scale Working

93.1 Understand the properties and characteristics of materials for small-scale working and production93.2 Be able to use small-scale working and production technology, equipment and processes safely93.3 Be able to research and develop ideas for small-scale working and production93.4 Be able to record and present the results of investigations and experimental work.

Unit 94: Small-scale Design

94.1 Understand the purpose of a small-scale design project94.2 Be able to develop and propose design ideas94.3 Be able to realise small-scale design outcomes

A full description of Units 86, 93 and 94 will be discussed with your tutors. You are advised to referto the appropriate units constantly and especially towards the completion of an assignment.


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Unit 86 : Extending Specialist Techniques

Assessment and grading criteriaTo achieve a pass grade theevidence must show that the learneris able to:

To achieve a merit grade theevidence must show that, in additionto the pass criteria, the learner is ableto:

To achieve a distinction grade theevidence must show that, in additionto the pass and merit criteria, thelearner is able to:

P1 produce research inresponse to a theme

M1 develop diverse ideas fromconsidered research

D1 integrate research findingsinto original ideas

P2 develop ideas in response to atheme [CT, RL]

P3 use specialist techniquessafely

M2 use materials and techniquesselected from trials and recordspurposefully

D2 use materials and techniquesskillfully and independently

P4 produce finished outcomesusing specialist techniques [SM]

M3 produce individual outcomes D3 produce innovative andeffective outcomes

P5 discuss work produced usingspecialist techniques. [RL]

M4 explain selections for designintention.

D4 confirm how technicalunderstanding informed creativedecisions.

Unit 93 : Small-scale Working

Assessment and grading criteria

To achieve a pass grade theevidence must show that the learneris able to:

To achieve a merit grade theevidence must show that, in additionto the pass criteria, the learner is able

to:

To achieve a distinction grade theevidence must show that, in additionto the pass and merit criteria, the

learner is able to:P1 examine the properties andcharacteristics of materialsfor small-scale working andproduction[IE, CT, RL, TW, SM, EP]

M1 explore the properties andcharacteristics of diverseproduction technology,equipment and processesthrough experimentalapproaches effectively andcreatively

D1 individually demonstrateinnovative andperceptive approachesto the exploration andproduction of small-scaledesigns, supported by acomprehensive range ofpresentation methods

P2 use small-scale workingand production technology,equipment and processessafely

[IE, CT, RL, TW, SM, EP

M2 purposefully research,develop, analyse andrefine ideas for effectivepresentation to audiences

P3 research and develop ideasfor small-scale working andproduction[IE, CT, RL, TW, SM, EP]

P4 record and present theresults of investigations andexperimental work.[IE, CT, RL, TW, SM, EP

Unit 94 : Small-scale Design

Assessment and grading criteria

To achieve a pass grade theevidence must show that the learneris able to:

To achieve a merit grade theevidence must show that, in additionto the pass criteria, the learner is ableto:

To achieve a distinction grade theevidence must show that, in additionto the pass and merit criteria, thelearner is able to:


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P1 explain the purpose of abrief for a small-scale designproject[IE, CT]

P2 develop and propose designideas[IE, CT, SM]

M1 show independence incarrying out purposefuland confident designdevelopment

P3 review design ideas

[IE, CT, RL, SM, EP]

M2 use analysis, testing and

evaluation throughout theproject to produce a finaloutcome that meets the briefand creatively exploits thepotential and limitations ofsmall-scale design.

D1 show an individual, exciting

and perceptive approachand critical understandingin creating and presentingfunctionally and aestheticallyassured small-scaledevelopmental and finalwork.

P4 realise small-scale designoutcomes.

Designers who have created important lightsIngo Maurer /Achille Castiglioni /SKK and Shiu-Kay Kan / Philippe StarkePerry King & Santiago Miranda /Poul Henningsen /Ross LovegroveCompaniesFlos / Artemide / Luceplan / Guzzini / Concorde

Component manufacturersThorn / GEC / Philips / Osram / Bosch

Presentation deliverables

1. Research, concept generation and design development.2. Renderings referencing material choices and suggestions.3. Test rigs (Cardboard, Blue foam 1:1)4. Documentation of light source tests5. Testing of materials, gels, moods6. A3 presentation boards for all stages7. Full size model / mock up / prototype showing the lighting qualities of your final design.

Assessment CriteriaAnalysis of brief & researchExploration of Materials and Forms

Creative application of technology / materialsExperimentation and development of final designVisual and verbal presentation

Reference: http://delightinlight.org/get-involved/

Safety

All electrics and connections must be approved by your tutors in the workshop. Please donot at any point operate unchecked mechanisms or units. Do not use live wired pieceswhen working on this project. Always consult your tutors first!!
http://delightinlight.org/get-involved/http://delightinlight.org/get-involved/

Delight in Light 2013

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