Critical Thinking forUX Designers (Workshop) View more presentations from Stephen Anderson

Molds and Mass Production

Hanna Ewers, Ross Malgraff and Lindy Hallackhe present research on Molds and Mass-production
This is the out-line for reasearch and the marking criteria:

Definition of molds and mass-production
Model, define, what can they be made of?
Molds

• rubber
• packing
• vulcanising (describe entire process)
• cutting
• injecting wax
• tree/building a tree
• investing process
• mixing
• timing
• quanities
• de-bubbling
• curing
• cast
• clean up

feedback:

• excellent presentation
• excellent use of images and apparatus 
• understanding of process, delivered in a clear and accessible way
• able to answer questions 

Time table for research groups and topics

Please check the time table post (Tuesday 8 March) for the various research topics and dates; dates have changed.

There is also a timetable pinned on the 2nd year notice board, please fill in your names, two per day. This is for your presentations on a local or international designer.

I will be posting the brief for these research projects, as well as a template for your research.

Carving and Casting

 Zainab, Calvin and Chrisanne present Carving and Casting

feedback:

• good use of images
• poor understanding of the principles of carving
• very good understanding of casting
• history was disconnected from the main body of research

• Techniques
• Tools
• wax
• other materials
• trouble shooting
• cleaning up model

Casting

• techniques
• types of casting
• materials
• trouble shooting

Wax Carving

Feedback

Thank you for your feedback, this has been an exercise to get to know you. My response:

• Define; Learner/learning
• When I allow myself to become receptive, humble, open my mind, let go of preconceived ideas and concepts, when I enter into the unknown, allow myself to experience, I become Learner. Learning becomes this action. 
• Define;Teacher/teaching
• Whatever provides the experience, becomes my teacher. It could be the taxi journey to school, opening the cupboard to find out that there is no coffee-in-store-for-that-first-cup-of-coffee-in-the-morning! Teacher can also be a person who inspires me, shares, enthuses,  provides contexts where-in I experience things, that make me look at things in different ways. Teaching often happens when I least expect it. I prefer to call it Lesson, I receive lessons most often when I step out of my comfort zones. 
• What motivates you to learn?
• I'm motivated when I need to gain information that will be useful to me. I'm motivated by some growth impulse within me, which I don't seem to have any control over. I've noticed the times I've been unmotivated, my general world view is very negative, arrogant, lacking any sense of humor./irony and terribly self-involved/ego-centric
• How do you learn?
• By being receptive and open to the unknown. Through listening, experiencing, engaging, experimenting
• How do you know you undestand something?
• When I'm able to share it and talk about it, incorporate it into what I do. Understanding often comes after practice and experience, through reflection.

Time table and research groups for next term

The breakdown for each project will follow soon!!

Chase and Repousse 31 March
Claire, Matseliso and Caitlin

Plating 7 April
Katahrina, Christian and Theo

Mokume and Granulation 14 April
Loraine, Latiefa and Adelaide

Filigree 21 April
Esethu, Stephan and Kevin

Findings 5 May
Jenna, Robyne and Lucinda

Please check that I haven't left anyone out

Feedback from meeting

The following was discussed:

• Groups presenting their research need to set up before 8:30
• Research groups will be notified on their topics well in advance, extending their research time
• A break-down of the topic will be available to the whole class and this becomes the marking criteria
• Research needs to focus on technical information, giving cultural/historical data only if it is relevant
• The whole class need to read up on the topic before the presentation

Other points...on reflection:

The general feedback I am getting is a dissatisfaction with the quality of research. If this is the case, why are the marks that you are awarding reflecting highly competent presentations?

I am yet to receive a comment with your name and blog link (have got one from Gienevieve!)... If I don't get them this week I have nothing to mark.

Poor attendance and late arrival.... deal with it!

Please answer the following questions by Thursday 10 March:

• Define; Learner/learning
• Define;Teacher/teaching
• What motivates you to learn?
• How do you learn?
• How do you know you undestand something?

The following learners will be doing research on Molds and Mass-production; Hanna Ewers, Ross Malgraff and Lindy Hallack

This is the out-line for reasearch and the marking criteria:

Definition of molds and mass-production
Model, define, what can they be made of?
Molds

• rubber
• packing
• vulcanising (describe entire process)
• cutting
• injecting wax
• tree/building a tree
• investing process
• mixing
• timing
• quanities
• de-bubbling
• curing
• cast
• clean up

Please note: Thursday Design Theory 10 March has been swopped with History (Ancient Rome), and next week History 14 March has been swopped with Theory (Carving and Casting)

Rings

 Carlen, Portia and Meera present their research on Rings

Feedback:

• inconsistency in research
• cultural/historical over researched without an understanding of the basic principles
• gaps in technical research, galleries and components of the ring
• settings need a deeper understanding
• clearer and deeper understanding shown than previous attempt! 
• Remember, make this research appropriate and applicable to your own (technical)practice. You need to understand the various components of the topic for Technique and your Technical Lecturer can quiz you on this information.
• Settings insufficiently covered
• components of a ring insufficiently covered

Next week Zainab, Calvin and Chrisanne present Carving and Casting

PLEASE POST A COMMENT TO THIS PAGE WITH YOUR NAME AND BLOG ADDRESS