Required: DHA PDesdesign.umn.edu/about/intranet/governance/committees/...3. learn the basics of shading, shadows, and highlights on three-dimensional object drawings 4. become familiar

HOUSEKEEPING COVER SHEET Use this form to propose changes to courses that fall under the College of Design Policy on Routine Maintenance and Housekeeping Decisions. Housekeeping Department: DHA Course Designator: PDes Program: Product Design

Effective Term: Fall 2016 Career: ▀ Undergraduate □ Graduate Course Number: 3702 Submission Date: Submission from:

Required: Academic Support Resources (ASR) Needed □ Libraries □ Computer Lab □ Digifab Lab □ Goldstein □ Imaging Lab □ Other Technology □ Workshop □ ASR Support not needed.

Select Changes: □ Change in Delivery Format □ Change in Grading Method □ Change in Prerequisite □ Other:

□ Change in Catalog Description ▀ Change in Course Number ▀ Change in Course Title □ Change in Term Offered

□ Correction of typographical or grammatical errors □ Offering of a Topic Number of times this specific topic has been offered in the past five years: including this one.

I. Briefly describe proposed changes. (Executive Summary in Workflow Gen)

Course number and title change. Current course number: 3702. Current course title: Concept Sketching and Rendering. Proposed change to course number: 2702. Proposed change to title: Concept Sketching. Number change more clearly reflects foundation level of the course. Title change clarifies content. Rationale: This is one of five courses required of the proposed pre-major prior to Portfolio Review.

ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=51232&seq=4[9/25/2015 11:15:05 AM]

PDES 2702 - VIEW COURSE PROPOSAL

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Approvals Received: Department

on 09-25-15

by Charleen Klarquist

([email protected])

Approvals Pending: College/Dean > Provost > Catalog

Effective Status: Active

Effective Term: New: 1169 - Fall 2016Old: 1149 - Fall 2014

Course: New: PDES 2702Old: PDES 3702

Institution:Campus: UMNTC - Twin Cities/Rochester

UMNTC - Twin Cities

Career: UGRD

College: TALA - College of Design

Department: 12114 - DHA Product Design

General

Course Title Short: New: Concept SketchingOld: Concept Sketching & Rendering

Course Title Long: New: Concept SketchingOld: Concept Sketching and Rendering

Max-Min Creditsfor Course: 3.0 to 3.0 credit(s)

CatalogDescription: Sketching and marker rendering for communication of conceptual product design. Free-hand 2-

point perspective. Weekly drawing assignments/presentations. Students keep a sketchbook todevelop ideas/drawings.

Print in Catalog?: Yes

CCE CatalogDescription: <no text provided>

Grading Basis: A-F only

Topics Course: No

Honors Course: No

Online Course: No

Electronic Course Authorization System(ECAS)

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: cklarqui | Sign out

Search U of M Web sites



InstructorContact Hours: 6.0 hours per week

Course Typically Offered: Every Fall

Component 1 : LEC (with final exam)

Auto-EnrollCourse: No

GradedComponent: LEC

AcademicProgress Units: Not allowed to bypass limits.

3.0 credit(s)

Financial AidProgress Units: Not allowed to bypass limits.

3.0 credit(s)

Repetition ofCourse: Repetition not allowed.

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency: No course equivalencies

Add ConsentRequirement: No required consent

Drop ConsentRequirement: No required consent

EnforcedPrerequisites: (course-based ornon-course-based)

No prerequisites

Editor Comments: <no text provided>

Proposal Changes: <no text provided>

History Information: <no text provided>

FacultySponsor Name: Barry Kudrowitz

FacultySponsor E-mail Address: [email protected]

Student Learning Outcomes

Student Learning Outcomes: * Student in the course:

- Can communicate effectively

Please explain briefly how this outcome will be addressed in the course. Give briefexamples of class work related to the outcome.

Students will learn to quickly communicate their ideas with free hand sketches. Studentswill learn techniques for conveying 3-dimensional concepts on 2-dimensional medium.Students will practice presenting and critiquing conceptual designs.

How will you assess the students' learning related to this outcome? Give brief examples ofhow class work related to the outcome will be evaluated.

Via sketchbook and weekly assignments.

Liberal Education



Requirementthis course fulfills: None

Other requirementthis course fulfills: None

Criteria forCore Courses: Describe how the course meets the specific bullet points for the proposed core requirement.

Give concrete and detailed examples for the course syllabus, detailed outline, laboratorymaterial, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is, how the content andthe substance of this course enhance a liberal education, and what this means for themas students and as citizens.They employ teaching and learning strategies that engage students with doing the workof the field, not just reading about it.They include small group experiences (such as discussion sections or labs) and use writingas appropriate to the discipline to help students learn and reflect on their learning.They do not (except in rare and clearly justified cases) have prerequisites beyond theUniversity's entrance requirements.They are offered on a regular schedule.They are taught by regular faculty or under exceptional circumstances by instructors oncontinuing appointments. Departments proposing instructors other than regular facultymust provide documentation of how such instructors will be trained and supervised toensure consistency and continuity in courses.

<no text provided>

Criteria forTheme Courses: Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed

examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials ormethods.

Theme courses have the common goal of cultivating in students a number of habits of mind:

thinking ethically about important challenges facing our society and world;reflecting on the shared sense of responsibility required to build and maintain community;connecting knowledge and practice;fostering a stronger sense of our roles as historical agents.

<no text provided>

LE Recertification-Reflection Statement:(for LE courses being re-certified only) <no text provided>

Statement of Certification: This course is certified for a Core, effective as of This course is certified for a Theme, effective as of

Writing Intensive

Propose this courseas Writing Intensivecurriculum:

No

Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writingintegrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

<no text provided>

Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays,journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part ofthe course work, including details about multi-authored assignments, if any. Include the required length for each writingassignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met.

<no text provided>

Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of the course grade will



depend on the quality and level of the student's writing compared to the percentage of the grade that depends on thecourse content? Note that this information must also be on the syllabus.

<no text provided>

Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicatewho will be providing the feedback. Include an example of the assignment instructions you are likely to use for thisassignment or assignments.

<no text provided>

Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writinginstruction and at what points in the semester? What types of writing support and resources will be provided to students?

<no text provided>

Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. inhow to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiplesections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure thattheir students will receive a writing intensive experience.

<no text provided>

Statement of Certification: This course is certified as Writing Internsive effective as of

Course Syllabus

Course Syllabus: For new courses and courses in which changes in content and/or description and/or credits areproposed, please provide a syllabus that includes the following information: course goals anddescription; format;structure of the course (proposed number of instructor contact hours perweek, student workload effort per week, etc.); topics to be covered; scope and nature ofassigned readings (text, authors, frequency, amount per week); required course assignments;nature of any student projects; and how students will be evaluated. The University "SyllabiPolicy" can be found here

The University policy on credits is found under Section 4A of "Standards for SemesterConversion" found here. Course syllabus information will be retained in this system until newsyllabus information is entered with the next major course modification. This course syllabusinformation may not correspond to the course as offered in a particular semester.

(Please limit text to about 12 pages. Text copied and pasted from other sources will not retainformatting and special characters might not copy properly.)

PDes 3702/5702: Concept Sketching and Rendering2.0 cr; A-F only, second half of the semester, fall, every yearInstructor: Barry Kudrowitz, [email protected], 352 McNealLecture: Wed 1-4 (Julie has more accurate times)Discussion: Mon 1-4 (Julie has more accurate times)

DescriptionThis class is an introduction to sketching and marker rendering for communication of conceptualproduct design. Focus is placed on free-hand 2-point perspective. Each week during lecture,students learn a different toolset and apply it to weekly drawing assignments. Studentspresent their work at weekly discussion sessions. Students also keep a sketchbook to developideas and drawings throughout the class.

Objectives By the end of the quarter, students will:

1. learn to represent three-dimensional product-like objects (both real and conceptual) on2D medium beginning with basic forms2. become more comfortable making free-hand sketches of concepts for both quickcommunication and formal presentation.



3. learn the basics of shading, shadows, and highlights on three-dimensional objectdrawings 4. become familiar with traditional and digital rendering tools and technique5. learn the basics of storyboarding 6. be familiar with form language and branding

Student Learning OutcomesThis course focuses heavily on one of the approved student learning outcomes: Communicating effectivelyStudents will learn to quickly communicate their ideas with free hand sketches. Students willlearn techniques for conveying 3-dimensional concepts on 2-d medium. Students will practicepresenting and critiquing conceptual designs.

Required ReadingsEissen, K., & Steur, R. (2009). Sketching: Drawing Techniques for Product Designers. BISPublishers.Suggested ReadingsOlofsson, E., & SjÓ§lÃ©n, K. (2007). Design Sketching (3rd Edition). Keoos Design Books.McCloud, S. (1993). Understanding Comics. Toronto: Tundra Publishing.McCloud, S. (2006). Making Comics: Storytelling Secrets of Comics, Manga, and Graphic Novels.NY: HarperCollins Paperbacks.

Web Referenceshttp://www.idSketching.comhttp://www.thegnomonworkshop.com/store/category/166/Industrial-Designhttp://web.mit.edu/2.009/www/resources/sketchingTutorials.html

MaterialsStudents will need to purchase a drawing kit to be discussed in class (marker set, markerpaper, canson paper, sketch book, colored pencils, stencils, ruler, eraser, chalk pastel, white-out or white gouache). Some materials (pen and paper) will be provided for the first lecture,but the kit must be purchased prior to lecture 2.

Creativity, Idea Generation and InnovationIn the first 7 weeks of the semester, PDES #### Creativity, Idea Generation, and Innovation istaught at the same times during the week. PDES #### is designed to follow naturally after PDES###; however, students are not required to enroll in both classes.

GradingStudents keep a sketchbook to develop concepts for the weekly assignments. Both thesketchbook and the assignments will be reviewed weekly during discussion. There are 7assignments that are equally weighted, one for each week of the class. Graduate GradingStudents will be graded on a higher standard than undergraduate students. Graduate studentswill have an alternative, more comprehensive assignment for the final week (week 7).70% - Weekly Assignments20% - Class Participation10% - Idea Journal

Week 1Lecture/Workshop â¿¿ Basics of Sketching, Mental Models and 2-Point PerspectiveAssignment â¿¿ Simple Primitive Forms in Perspective*This is a basic introduction to perspective and line work. The assignment will involvepracticing making cubes and cylinders with different vanishing points using a familiar object(Legos).

Week 2Lecture/Workshop â¿¿ Blocking, Combined Primitives (Geoforms), Corners and Contours Assignment â¿¿ Freehand Sketching of Simple Existing Products*Building off of the first week, students will learn how to combine these primitive shapes tomake sketches of objects that look like real, simple products. We will also discuss how tosketch rounded corners and contour lines. The assignment this week involves making sketchesof real but simple products (such as Ikea furniture, lamps, towel racks).

Week 3



Lecture/Workshop â¿¿ Marker Basics, Shading and Tone, Shadows and Highlights Assignment â¿¿ Shading and Shadows on Traced Drawings*This is an introduction to using markers to render sketches. The assignment detaches thesketch from the rendering and allows students to start with a traced sketch of popular productsto focus on producing realistic shading and shadows.

Week 4Lecture/Workshop â¿¿ Pencil Rendering, Details, Texture Assignment â¿¿ Orthographic Detailed Conceptual Sketches*This lecture focuses on details in drawings such as parting lines, buttons, and holes. Studentswill also learn to sketch on Canson (textured) paper as opposed to marker paper, which givesthe sketch texture. The assignment allows students to focus on highlights, shadows and detailsby sketching only orthographic views, which eliminates perspective. This assignment is also anintroduction to drawing new concepts as opposed to existing products. Items that they coulddraw for this assignment could be USB sticks, watches, cell phones, etc.

Week 5Lecture/Workshop â¿¿ Form Language, Branding, Organic ShapesAssignment â¿¿ New Product, Existing Brand*This lecture focuses on exploring form language in a product line as a means of branding.Students are introduced to mood boards and style boards as a way of inspiring design. We willalso cover some basics of drawing organic shapes. The assignment involves studying an existingproduct line, defining the form language and developing a sketch of new conceptual product forthat line. Students are allowed to pull pieces from existing products, but are still given theopportunity to develop a new concept. In this assignment students are expected to combinetechniques learned in the first four weeks.

Week 6Lecture/Workshop â¿¿ Storyboarding, Product Context, Faces and HandsAssignment â¿¿ Product Use Storyboard *This lecture is about conveying a story involving the product. Storyboards are used to show asuggested use scenario, to show assembly instructions or to just give context to the product.Lecture material is adapted from film industry and comic book design. Students are also shownthe basics handwriting, arrows, faces and hands, which are commonly used in product designsketches. The assignment involves developing a storyboard or comic strip around one of theprior assignment sketches or a new conceptual product.

Week 7 Lecture/Workshop â¿¿ Digital Rendering TechniquesAssignment â¿¿ Digitized Conceptual Product Sketch *This lecture involves taking rough sketches and enhancing and rendering them using Photoshop. The assignment involves taking one of the earlier un-rendered sketches from Weeks 2 or 4 andproducing digitally rendered sketches. Graduate Assignment â¿¿ New Product Presentation Board *Student will choose a conceptual product concept from their idea notebook and develop aseries of drawings to present the concept using a variety of the tools and techniques covered inprior assignments including Week 7â¿¿s digital rendering.

PoliciesStudent Conduct Code:The University seeks an environment that promotes academic achievement and integrity, that isprotective of free inquiry, and that serves the educational mission of the University. Similarly,the University seeks a community that is free from violence, threats, and intimidation; that isrespectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of theUniversity; and that does not threaten the physical or mental health or safety of members ofthe University community.As a student at the University you are expected adhere to Board of Regents Policy: StudentConduct Code. To review the Student Conduct Code, please see:http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html.Note that the conduct code specifically addresses disruptive classroom conduct, which means"engaging in behavior that substantially or repeatedly interrupts either the instructor's ability toteach or student learning. The classroom extends to any setting where a student is engaged inwork toward academic credit or satisfaction of program-based requirements or relatedactivities."



Use of Personal Electronic Devices in the Classroom:Using personal electronic devices in the classroom setting can hinder instruction and learning,not only for the student using the device but also for other students in the class. To this end,the University establishes the right of each faculty member to determine if and how personalelectronic devices are allowed to be used in the classroom. For complete information, pleasereference: http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html.Scholastic Dishonesty:You are expected to do your own academic work and cite sources as necessary. Failing to do sois scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments orexaminations; engaging in unauthorized collaboration on academic work; taking, acquiring, orusing test materials without faculty permission; submitting false or incomplete records ofacademic achievement; acting alone or in cooperation with another to falsify records or toobtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, ormisusing a University academic record; or fabricating or falsifying data, research procedures, ordata analysis. (Student Conduct Code:http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html) If it isdetermined that a student has cheated, he or she may be given an "F" or an "N" for the course,and may face additional sanctions from the University. For additional information, please see:http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.The Office for Student Conduct and Academic Integrity has compiled a useful list of FrequentlyAsked Questions pertaining to scholastic dishonesty:http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions,please clarify with your instructor for the course. Your instructor can respond to your specificquestions regarding what would constitute scholastic dishonesty in the context of a particularclass-e.g., whether collaboration on assignments is permitted, requirements and methods forciting sources, if electronic aids are permitted or prohibited during an exam.Makeup Work for Legitimate Absences:Students will not be penalized for absence during the semester due to unavoidable orlegitimate circumstances. Such circumstances include verified illness, participation inintercollegiate athletic events, subpoenas, jury duty, military service, bereavement, andreligious observances. Such circumstances do not include voting in local, state, or nationalelections. For complete information, please see:http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html.Appropriate Student Use of Class Notes and Course Materials:Taking notes is a means of recording information but more importantly of personally absorbingand integrating the educational experience. However, broadly disseminating class notes beyondthe classroom community or accepting compensation for taking and distributing classroom notesundermines instructor interests in their intellectual work product while not substantiallyfurthering instructor and student interests in effective learning. Such actions violate sharednorms and standards of the academic community. For additional information, please see:http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html.Grading and Transcripts:The University utilizes plus and minus grading on a 4.000 cumulative grade point scale inaccordance with the following:A 4.000 - Represents achievement that is outstanding relative to the level necessary tomeet course requirementsA- 3.667B+ 3.333B 3.000 - Represents achievement that is significantly above the level necessary to meetcourse requirementsB- 2.667C+ 2.333C 2.000 - Represents achievement that meets the course requirements in every respectC- 1.667D+ 1.333D 1.000 - Represents achievement that is worthy of credit even though it fails to meetfully the course requirementsS Represents achievement that is satisfactory, which is equivalent to a C- or better.For additional information, please refer to:http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html.Sexual Harassment"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/orother verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect ofunreasonably interfering with an individual's work or academic performance or creating an



intimidating, hostile, or offensive working or academic environment in any University activity orprogram. Such behavior is not acceptable in the University setting. For additional information,please consult Board of Regents Policy:http://www1.umn.edu/regents/policies/humanresources/SexHarassment.htmlEquity, Diversity, Equal Opportunity, and Affirmative Action:

The University will provide equal access to and opportunity in its programs and facilities,without regard to race, color, creed, religion, national origin, gender, age, marital status,disability, public assistance status, veteran status, sexual orientation, gender identity, orgender expression. For more information, please consult Board of Regents Policy:http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html.Disability Accommodations:The University is committed to providing quality education to all students regardless of ability.Determining appropriate disability accommodations is a collaborative process. You as a studentmust register with Disability Services and provide documentation of your disability. The courseinstructor must provide information regarding a course's content, methods, and essentialcomponents. The combination of this information will be used by Disability Services todetermine appropriate accommodations for a particular student in a particular course. For moreinformation, please reference Disability Services: http://ds.umn.edu/Students/index.html.Mental Health Services:As a student you may experience a range of issues that can cause barriers to learning, such asstrained relationships, increased anxiety, alcohol/drug problems, feeling down, difficultyconcentrating and/or lack of motivation. These mental health concerns or stressful events maylead to diminished academic performance and may reduce your ability to participate in dailyactivities. University of Minnesota services are available to assist you. You can learn more aboutthe broad range of confidential mental health services available on campus via the StudentMental Health Website: http://www.mentalhealth.umn.edu

Catalog Summary

Concept Sketching and Rendering(2.0 cr; A-F only, fall)An introduction to sketching and marker rendering for communication of conceptual productdesign

Course Guide Summary

Concept Sketching and Rendering

Grading basis/credits: A-F only, 2 credits

Prereq: None

Description: This half semester class is an introduction to sketching and marker rendering forcommunication of conceptual product design. Focus is placed on free hand 2-pointperspective. Students will learn to quickly represent three-dimensional objects (both real andconceptual) on 2D medium beginning with basic forms. This class will also cover some topicsmore specific to product design including, storyboarding, form language and branding.

In addition to the weekly drawing assignments, students keep a sketchbook to develop ideasand drawings throughout the class. Drawing is like a language and one must practice regularlyto improve.

In the first half of the semester, PDES #### Creativity, Idea Generation, and Innovation istaught at the same times during the week. PDES #### is designed to follow naturally after PDES###; however, students are not required to enroll in both classes.

Class Time: 50% Interactive Lecture, 50% Discussion

Workload: 1 weekly assignment

Grade: 7 assignments each worth 10%, 20% class participation, 10% sketchbook Graduate Students will be graded on a higher standard than undergraduate students.



Instructor: Kudrowitz, Barry

Strategic Objectives & Consultation

Name of Department ChairApprover: Elizabeth Bye

Strategic Objectives -Curricular Objectives: How does adding this course improve the overall curricular objectives ofthe unit?

New: Number and title change to existing course in alignment with proposed newundergraduate Product Design Bachelor of Science.Old: This is an existing course. Credits are being changed from 2 to 3 to reflect workload.

Strategic Objectives - CoreCurriculum: Does the unit consider this course to be part of its core curriculum?

New: This is a core course for the Product Design Undergraduate Minor and will be a corecourse for the proposed Product Design Bachelor of Science.Old: This is a core course for the Product Design Undergraduate Minor.

Strategic Objectives - Consultation with OtherUnits:

In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs inrelevant units and follow-up with direct consultation. Please summarize response from units consulted and includecorrespondence. By consultation with other units, the information about a new course is more widely disseminated and canhave a positive impact on enrollments. The consultation can be as simple as an email to the department chair informingthem of the course and asking for any feedback from the faculty.

This is a change to an existing course.

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!!

Syllabus!Course!Title! Concept!Sketching!and!Rendering!

!Course!Designator! PDES! ! Section!Number! !

Course!Number! 2702/5702 ! ! Semester!and!Year! Fall!2015!

!Class!Meeting!Days!&!Time! Tues!2:30!–!5:15!PM!Classroom! Bruininks!Hall!114!Number!of!Credits! 3!Final!Exam!Date!&!Time!!(Also&state&if&there&is&NO&final)&

No!Final!

!Instructor’s!Information!

Name! Cory!Schaffhausen,!Ph.D.!TAs! Joey!Ivers!

Scott!Melanson!!Stephanie!Wang!

Office!Location! Rapson!Hall,!Room!67!Office!Phone! 612R624R4321!Email!! [email protected]!Office!Hours! Tuesday!10R12!am!!

Course!Information!and!Instructor’s!Expectations!Course!Description:!!This!class!is!an!introduction!to!sketching!and!marker!rendering!for!communication!of!conceptual!product!design.!There!are!no!preRrequisites!and!you!do!not!need!to!know!how!to!draw!to!take!this!class.!Emphasis!is!placed!on!freeRhand!2Rpoint!perspective.!Each!week!during!lecture,!students!learn!a!different!toolset!and!apply!it!to!biRweekly!drawing!assignments.!Lecture!notes!and!assignment!details!will!be!posted!online!here:!http://product.design.umn.edu/courses/pdes3702/index.html!By!the!end!of!the!semester,!students!will:!

1. learn!to!represent!threeRdimensional!productRlike!objects!(both!real!and!conceptual)!on!2D!medium!beginning!with!basic!forms!

2. become!more!comfortable!making!freeRhand!sketches!of!concepts!for!both!quick!communication!and!formal!presentation.!

3. learn!the!basics!of!shading,!shadows,!and!highlights!on!threeRdimensional!object!drawings!!Course!Prerequisites:!!None!!Required!and!Recommended!Materials:!!!Required!Readings!Steur,!R.!&!Eissen,!K.!(2011).!Sketching:!The!Basics.!BIS!Publishers.!Norling,!E.!(2008).!Perspective!Made!Easy.!BN!Publishing.!!!Recommended!Readings!Henry,!K.!(2012)!Drawing!for!Product!Designers.!Laurence!King!Publishers!!!

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Required!Materials!1R2!fine!line!black!pens!(not!gel!ink)!–!needed!on!the!first!day!1!marker!set!(Prismacolor!cool!grey,!chisel!tip!not!brush!tip)!1!colored!Prismacolor!marker!(any!color)!1R2!black!fiberRtipped!bulletRpoint!marker!pen!(Pentel!Sign!Pen,!Staedtler!Permanent!compact)!Prismacolor!colored!pencils!(black!and!white)!1!pencil!sharpener!1!pad!of!marker!paper!9x12!(brands!discussed!in!class,!must!be!able!to!see!through)!10!sheets!Canson!MiRTeintes!Paper!(colors:!ivy,!tobacco,!burgundy!or!steel!grey)!1!ream!of!copy!paper!(some!assignments!require!legal!paper!size)!!Established!Course!Objectives:!!By!the!end!of!the!semester,!students!will:!

1. learn!to!represent!threeRdimensional!productRlike!objects!(both!real!and!conceptual)!on!2D!medium!beginning!with!basic!forms!

2. become!more!comfortable!making!freeRhand!sketches!of!concepts!for!both!quick!communication!and!formal!presentation!!

3. learn!the!basics!of!shading,!shadows,!and!highlights!on!threeRdimensional!object!drawings!!Student!Learning!Outcomes!following!course!completion:!(must&identify&from&the&list&at&least&one&outcome&and&how&it&relates&to&this&course&how&it&will&be&addressed&and&how&it&will&be&assessed,&http://www.slo.umn.edu/)&&Communicating+effectively+Students!will!learn!to!quickly!communicate!their!ideas!with!free!hand!sketches.!Students!will!learn!techniques!for!conveying!3Rdimensional!concepts!on!2Rd!medium.!Students!will!practice!presenting!and!critiquing!conceptual!designs.!!Release!of!Work!Statement:!!Students!understand!that!enrollment!in!this!course!grants!consent!for!their!work!to!be!selected!for!inclusion!in!college!or!departmental!publications!(online!or!in!print).!Your!instructor!may!select!to!use!your!work!to!represent!her/his!skills!as!an!instructor!in!a!teaching!portfolio!(online!or!in!print).!!Attendance:!!Attendance!is!crucial!and!mandatory!as!every!lecture!builds!on!the!last.!The!content!is!also!handsRon!and!so!it!is!not!possible!to!make!up!the!content!from!reading!notes/book.!In!the!past,!students!who!have!missed!a!lecture!have!had!a!difficult!time!keeping!up!with!the!material.!Only!in!certain!circumstances!as!described!in!the!Policies!section!will!an!absence!or!tardy!not!affect!the!grade.!If!you!are!sick,!you!must!provide!a!letter.!One!unexcused!missed!lecture!will!result!in!a!full!letter!grade!deduction!and!two!missed!lectures!will!be!considered!an!F.!Excused!absences!will!not!affect!the!grade!(see!policy!section).!Tardiness!will!affect!your!class!participation!grade.!Attending!the!first!day!is!mandatory.!

!Workload:!!Students!are!expected!to!spend!6!hours/week!outside!of!class!time!drawing!and!working!on!assignments.!

!!Grading!Structure:!!There!are!6!assignments.!The!first!5!assignments!are!graded!out!of!10!points.!The!6th!assignment!is!graded!out!of!20!points.!Most!assignments!are!to!be!submitted!on!1!sheet!of!paper.!Class!participation!grades!are!based!on!both!attendance!and!quality!of!inRclass!activity.!

70%!R!Weekly!Assignments!

30%!R!Class!Participation!

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http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html!!!!+!Accepting!and!Returning!Assignments:!!Assignments!are!explained!at!the!end!of!lecture!on!Tuesday.!They!are!due!at!the!beginning!of!lecture!after!two!weeks.!Graded!assignments!will!be!returned!one!week!later!with!feedback!written!on!attached!tracing!paper.!

!Grading!Late!Work:!!Unless!resulting!from!an!excused!absence,!late!assignments!will!receive!a!letter!grade!deduction!for!every!day!late.!!Policy!for!Missed!Exams:!!No!Exams!!Make!Up!Work!for!Legitimate!Absences:!!Students!will!have!an!extra!week!to!complete!assignments!missed!from!legitimate!absences.!http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html!!!!!!!Extra!Credit!Options:!!None!

!Schedule!and!Assignments:!!Week!1!–!Tues,!Sept!8:!Basic!Shapes!in!2WPoint!Perspective!Mental!models,!basic!shapes,!2Rpoint!perspective,!cubes,!cylinders,!circles!on!cubes!Week!2!–!Tues,!Sept!15!Doubling!a!cube,!dividing!a!surface,!cube!on!cube,!multiple!vanishing!points,!rotating!a!cube,!roof!!Assignment!1!–!Dice!–!Due!Tues,!Sept!22:!On!a!sheet!of!8.5x11!draw!3!to!5!dice!in!2Rpoint!perspective.!The!dice!can!have!one!dot!per!face.!Do!not!fill!in!the!dots.!Keep!wide!vanishing!points!so!the!dice!are!not!distorted.!!Week!3!–!Tues,!Sept!22:!Modifications!to!Basic!Shapes!Holes!in!cubes!and!cylinders,!cones,!tapered!cylinders,!partitioned!sphere!Week!4!–!Tues,!Sept!29!Blocking,!grooves,!sectioning!a!cylinder/tube,!chamfers,!fillets,!rounded!corners!and!edges!!Assignment!2!–!Modified!Ikea!furniture!–!Due!Tues,!Oct!6:!On!a!sheet!of!8.5x14!draw!two!variations!of!one!of!the!provided!IKEA!furniture!drawings.!The!variations!should!appear!to!be!in!the!same!space.!Do!not!draw!accessories/room!décor!on!top!of!the!furniture.!Week!5!–!Tues,!Oct!6:!Combining!Basic!Shapes!Block+cylinder,!sphere!directionality,!cylinder+sphere!Week!6!–!Tues,!Oct!13!!Elbows,!cylinder!intersection,!tubing,!open!lid!!Assignment!3!–!Simple!hardware!–!Due!Tues,!Oct!20:!On!a!sheet!of!8.5x11!design!and!draw!a!sconce!lighting!fixture!that!uses!the!techniques!discussed!in!class.!Do!not!add!background,!shadow,!shading!or!lighting!effects.!It!must!have!at!least!two!distinct!parts!such!as!a!wall!plate,!shade,!arm,!knob,!bulb,!etc.!(e.g.!do!not!simply!draw!a!cube!or!a!cylinder).!Week!7!–!Tues,!Oct!20:!Basics!of!Marker!Rendering!Filling!area,!shading!a!cube,!cylinder,!and!sphere,!basics!of!shadows!on!cube!and!cylinder!Week!8!–!Tues,!Oct!27!Shading!corners,!cones,!tapered!cylinders,!holes,!combined!shapes,!different!materials,!vignettes!!

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Assignment!4!–!Traced!objects!–!Due!Tues,!Nov!3:!Print!out!a!large!photo!of!a!small!appliance!on!8.5x11!paper.!Trace!it!with!the!fine!point!of!your!light!grey!marker.!Add!shading,!shadow,!and!highlights.!You!can!reference!the!photo,!but!be!careful!not!to!include!multiple!light!sources.!Submit!the!original!photo!with!your!drawing.!Week!9!–!Tues,!Nov!3:!Orthographic!Drawing!Pencil!rendering,!highlights,!shadows!Week!10!–!Tues,!Nov!10!!Drawing!from!an!object!!Assignment!5!W!Orthographic!Sketch!–!Due!Nov!17:!Choose!a!handheld!object!with!interesting!details.!Make!an!orthographic!sketch!of!it!on!textured!colored!paper!using!markers!and!pencils.!On!the!same!page,!make!a!second!sketch!of!a!conceptual!variation.!Week!11!–!Tues,!Nov!17:!Organic!Shapes!Arcs,!shapes!from!arcs!(vases,!barrels,!bowls),!lofts,!mirroring,!organic!forms!Week!12!–!Tues,!Nov!24:!–!Details!and!Additional!Features!for!a!Drawing!Lettering,!labeling,!arrows,!hands,!retesting!(Thanksgiving:!November!26W27)!Week!13!–!Tues,!Dec!1:!!Quick!rendering,!thumbnail!sketching,!Photoshop!demo!(Scott!Guest!Lecture)!!Assignment!6!–!Concept!Design!–!Due!Dec!8:!Industry!Project!with!assembly!drawing.!Starting!with!thumbnail!sketching,!brainstorm!a!variety!of!concepts.!Choose!a!concept!and!create!a!full!rendering!with!some!basic!assembly!instructions.!Scan!the!drawing!and!submit!it!digitally!with!given!aspect!ratio.!Can!use!Photoshop!to!edit!and!clean,!but!not!to!create!the!drawing.!Give!the!drawing!a!clear!title.!Week!14!–!Tues,!Dec!8!TBD,!Details!and!Additional!Features!for!a!Drawing!Week!15!–!Tues,!Dec!15!Storyboarding,!faces,!bodies,!context,!Assignment!6!review,!class!reviews,!improvement!visualizations!!And!SKETCH!OFF!Finale!–!Tues,!Dec!15:!

Coffman!Theatre!7R8:30!pm!!

University!Policies!Personal!Electronic!Devices!in!Classroom:!!PEDs!are!not!permitted!in!lecture.!http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.!!! !Use!of!Class!Notes!and!Materials:!!It!is!not!permitted!to!profit!off!of!the!lecture!notes!from!this!class.!!If!you!want!to!reference!slides!or!notes,!please!give!credit!to!the!course!instructor!and!the!University!of!Minnesota.!!!!http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html!!!!!!Scholastic!Dishonesty!and!Student!Conduct!Code:!!http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.!!Sexual!Harassment:!!http://policy.umn.edu/hr/sexualharassment!!Statement!on!Climate!of!Inclusivity:!!You!are!expected!to!be!attentive!during!class,!ask!questions!if!you!do!not!understand!something,!and!to!

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offer!your!opinion.!You!are!also!expected!to!listen!respectfully!to!other!students!and!to!me!when!speaking.!The!University!of!Minnesota!is!committed!to!providing!a!safe!climate!for!all!students,!faculty,!and!staff.!All!persons!shall!have!equal!access!to!its!programs!and!facilities!without!regard!to!race,!color,!creed,!religion,!national!origin,!sex,!age,!marital!status,!disability,!public!assistance!status,!veteran!status,!or!sexual!orientation.!Racism,!sexism,!homophobia,!classism,!ageism!and!other!forms!of!bigotry!are!inappropriate!to!express!in!this!class.!Reports!of!harassment!are!taken!seriously,!and!there!are!individuals!and!offices!available!for!help.!!(or+refer+to!http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf!+!Academic!Freedom!and!Responsibility:!!http://regents.umn.edu/sites/regents.umn.edu/files/policies/Academic_Freedom.pdf!!!Availability!of!Disability!and!Mental!Health!Services:!!

The!University!of!Minnesota!is!committed!to!providing!all!students!equal!access!to!learning!opportunities.!Disability!Services!(DS)!is!the!campus!office!that!works!with!students!who!have!disabilities!to!provide!and/or!arrange!reasonable!accommodations.!+

• Students!who!have,!or!think!they!may!have,!a!disability!(e.g.!mental!health,!attentional,!learning,!vision,!hearing,!physical!or!systemic),!are!invited!to!contact!DS!to!arrange!a!confidential!discussion!at!612R!626R1333!(V/TTY)[email protected].+

• Students!registered!with!DS,!who!have!a!letter!requesting!accommodations,!are!encouraged!to!contact!the!instructor!early!in!the!semester!to!discuss!accommodations!outlined!in!their!letter.+

As!a!student!you!may!experience!a!range!of!issues!that!can!cause!barriers!to!learning,!such!as!strained!relationships,!increased!anxiety,!alcohol/drug!problems,!feeling!down,!difficulty!concentrating!and/or!lack!of!motivation.!These!mental!health!concerns!or!stressful!events!may!lead!to!diminished!academic!performance!or!reduce!your!ability!to!participate!in!daily!activities.!University!of!Minnesota!services!are!available!to!assist!you!with!addressing!these!and!other!concerns!you!may!be!experiencing.!You!can!learn!more!about!the!broad!range!of!confidential!mental!health!services!available!on!campus!via!www.mentalhealth.umn.edu!or!contact!Counseling/Consulting!Services!at!612R624R3323.!

!

Academic!Services:!!!If!you!would!like!additional!help,!please!contact!one!of!the!offices!listed!below.!!!!!!!!!!Center!for!Writing!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!10!Nicholson!Hall,!Mpls!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!612R626R7579!!

Student!Academic!Success!Service!! 340!Appleby!Hall,!Mpls!199!Coffey!Hall,!St.!Paul!!

612R624R3323!!!!

Documents

Required: DHA PDesdesign.umn.edu/about/intranet/governance/committees/...3. learn the basics of shading, shadows, and highlights on three-dimensional object drawings 4. become familiar