Study Guide

Learning outcomes

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Implementation and methods of teaching

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Lectures
Reflection exercises
Design exercises following design process thinking

First day and lecture at the campus and following online in Zoom.

Timing and attendance

Participation to lectures 75% (4/6) and participation to exercises 100%. In case of problems in participation one needs to discuss supplementary exercises with lecturer.

Learning material and recommended literature

Teun den Dekker: Design thinking
Online material in Moodle platform

Student time use and work load

5cr=27hrs student work, 5cr=135hrs, which is different than contact hours.

Assessment criteria

Reflection exercises pass/fail
Design exercise with feedback discussion, grade 0-5
Peer and self evalution

Assessment scale

1-5

Failed (0)

Not participating to exercises and lectures
Failing to meet each exercise criteria

Assessment criteria: level 1 (assessment scale 1–5)

• Is able to use some basic professional terminology and concepts
• Is able to use learned design methods and processes in teams' concept work
• Can act as a group member

Assessment criteria: level 3 (assessment scale 1–5)

• Is able to use professional terminology and concepts in consistent manner
• Is able to implement techniques/working methods or models and processes in teams' concept work
• Can work goal-oriented way in a group work

Assessment criteria: level 5 (assessment scale 1–5)

• Is able to use professional terminology and concepts in expert manner
• Is able to choose techniques/working methods or models and processes and justify his/her selections in teams' concept work
• Can work goal-orientated and bring ones skills for group to utilize

Learning outcomes

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Implementation and methods of teaching

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Lectures
Reflection exercises
Design exercises following design process thinking

First day and lecture at the campus and following online in Zoom.

Timing and attendance

Participation to lectures 75% (4/6) and participation to exercises 100%. In case of problems in participation one needs to discuss supplementary exercises with lecturer.

Learning material and recommended literature

Teun den Dekker: Design thinking
Online material in Moodle platform

Student time use and work load

5cr=27hrs student work, 5cr=135hrs, which is different than contact hours.

Contents

What is design and how does it affect the development of everyday life, society and operations
What is design thinking and what are the most important processes and methods for design is using in problem solving.
As a 2nd year addition a brief overview of user-oriented and sustainable design

Assessment criteria

Reflection exercises pass/fail
Design exercise with feedback discussion, grade 0-5
Peer and self evalution

Assessment scale

1-5

Failed (0)

Not participating to exercises and lectures
Failing to meet each exercise criteria

Assessment criteria: level 1 (assessment scale 1–5)

• Is able to use some basic professional terminology and concepts
• Is able to use learned design methods and processes in teams' concept work
• Can act as a group member

Assessment criteria: level 3 (assessment scale 1–5)

• Is able to use professional terminology and concepts in consistent manner
• Is able to implement techniques/working methods or models and processes in teams' concept work
• Can work goal-oriented way in a group work

Assessment criteria: level 5 (assessment scale 1–5)

• Is able to use professional terminology and concepts in expert manner
• Is able to choose techniques/working methods or models and processes and justify his/her selections in teams' concept work
• Can work goal-orientated and bring ones skills for group to utilize

Learning outcomes

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Timing and attendance

Completion of the course:
1. Active attendance at the course 80%. The first time, theory teaching, in which case attendance is mandatory.
2. Completing assigned tasks with approval and returning them in the agreed schedule
3. Presenting own tasks and participating in criticism
4. Course evaluation framework

If you are unable to complete the things required in the course in the given schedule, a replacement schedule and tasks must be agreed with the teacher

Learning material and recommended literature

Lectures, exercises,

Alternative completion methods

If you are unable to complete the things required in the course in the schedu givenle, a replacement schedule and tasks must be agreed with the teacher

Learning environment

theory class, workshop environments

Student time use and work load

5 credits, 5x27 hours = 135 hours of work, of which approx. 10 days of classroom teaching and the rest of the student's independent work.

Additional information for students: previous knowledge etc.

Passed metal and wood workshop driver's license course.

Assessment criteria

Evaluation framework

" The evaluation consists of the high-quality final result of the main task of the implementation and the achievement of the intermediate goals of the project.
In addition, assessment consists of active participation, process management, internalization and application of basic terminology and basic principles. "

Assessment scale

1-5

Failed (0)

Rejected (0)
Unexplained absences. Learning assignments not returned.

Assessment criteria: level 1 (assessment scale 1–5)

Evaluation criteria - level 1

The student identifies the most important production processes of metal and wood products - produces plans for simple metal and wood products, for which he knows how to define the right type of production process.
The student identifies the materials used in model building and identifies the equipment and tools needed for model building.
The designed product performs its task sparingly and has a familiar shape.
The design of the product and the work trace of the product as well as the process management are groping and self-driven. Can act appropriately under guidance. The product works as intended.

Assessment criteria: level 3 (assessment scale 1–5)

Evaluation criteria - level 3

The student knows how to compare different production processes - produces plans for different metal and wood products, for which he knows how to search for alternative production processes. (the product fulfills the assignment, but does not stack or the product is clearly large for reasonable transport)
The student knows how to compare materials used in model building and identify and use the equipment and tools needed for model building.
The work trace of the product and the management of the process is appropriate. The product has novelty value and is suitable for the purpose of use.

Assessment criteria: level 5 (assessment scale 1–5)

Evaluation criteria - level 5

The student can - compare and choose the most suitable production process model for a design assignment - tell in detail about production properties and take them into account in product design - produce a lot of plans for various metal and wood products.
The student knows how to compare and choose materials used in model building, and independently identify and use the equipment and tools needed for model building.
The work footprint, finishing and process management of the product is of a high standard and in line with the goals. The output is functional, innovative and has novelty value.

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations without informing the teacher

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Timing and attendance

Completion of the course:
1. Active attendance at the course 80%. The first time, theory teaching, in which case attendance is mandatory.
2. Completing assigned tasks with approval and returning them in the agreed schedule
3. Presenting own tasks and participating in criticism
4. Course evaluation framework

If you are unable to complete the things required in the course in the given schedule, a replacement schedule and tasks must be agreed with the teacher

Learning material and recommended literature

Lectures, exercises,

Alternative completion methods

If you are unable to complete the things required in the course in the schedu givenle, a replacement schedule and tasks must be agreed with the teacher

Learning environment

theory class, workshop environments

Student time use and work load

5 credits, 5x27 hours = 135 hours of work, of which approx. 10 days of classroom teaching and the rest of the student's independent work.

Additional information for students: previous knowledge etc.

Passed metal and wood workshop driver's license course.

Assessment criteria

Evaluation framework

" The evaluation consists of the high-quality final result of the main task of the implementation and the achievement of the intermediate goals of the project.
In addition, assessment consists of active participation, process management, internalization and application of basic terminology and basic principles. "

Assessment scale

1-5

Failed (0)

Rejected (0)
Unexplained absences. Learning assignments not returned.

Assessment criteria: level 1 (assessment scale 1–5)

Evaluation criteria - level 1

The student identifies the most important production processes of metal and wood products - produces plans for simple metal and wood products, for which he knows how to define the right type of production process.
The student identifies the materials used in model building and identifies the equipment and tools needed for model building.
The designed product performs its task sparingly and has a familiar shape.
The design of the product and the work trace of the product as well as the process management are groping and self-driven. Can act appropriately under guidance. The product works as intended.

Assessment criteria: level 3 (assessment scale 1–5)

Evaluation criteria - level 3

The student knows how to compare different production processes - produces plans for different metal and wood products, for which he knows how to search for alternative production processes. (the product fulfills the assignment, but does not stack or the product is clearly large for reasonable transport)
The student knows how to compare materials used in model building and identify and use the equipment and tools needed for model building.
The work trace of the product and the management of the process is appropriate. The product has novelty value and is suitable for the purpose of use.

Assessment criteria: level 5 (assessment scale 1–5)

Evaluation criteria - level 5

The student can - compare and choose the most suitable production process model for a design assignment - tell in detail about production properties and take them into account in product design - produce a lot of plans for various metal and wood products.
The student knows how to compare and choose materials used in model building, and independently identify and use the equipment and tools needed for model building.
The work footprint, finishing and process management of the product is of a high standard and in line with the goals. The output is functional, innovative and has novelty value.

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

The students are able to
- define the concepts of VR (Virtual Reality), XR (eXtended Reality) and AR (Augmented Reality) and to discuss the application possibilities of these and other comparable technologies
- to design solutions in which XR/AR technologies and methods support user experience, learning, marketing communication or other customer needs.

Assessment scale

1-5

Learning outcomes

Students are be able to
- use visual exercises to express colour theory and interrelations and also composition theory
- verbally describe the impressive, expressive and symbolic nature of colours and colour combinations, geometric forms and composition elements
- creatively apply the rules of colour interaction, forms and composition
- discuss the classical colour theories, composition theory and their application in fine arts and design.

Implementation and methods of teaching

The course is mainly delivered as an online course. The online material will be covered in online lectures, which students can follow at their own convenience. The teaching of form will be primarily in the form of workshops.

Timing and attendance

Mandatory attendance on contact days

Learning material and recommended literature

Martti Huttunen: Värit pintaa syvemmältä
Harald Arnkil: Värit Havaintojen maailmassa
Johannes Itten: Värit taiteessa
Josef Albers: Värien vuorovaikutus
Markus Heikkerö: Taiteilijan kuvakirja
Unto Pusa: Plastillinen sommittelu
Molly Bang: Picture this: How Pictures Work
David Batchelor: Chromophobia
David Batchelor: The Luminous and the Grey

in addition, the lecture material includes many in-depth online resources

Student time use and work load

5cr=130h student hours

Contents

Colour, Form and Composition is a basic course in visual thinking, consisting of the basics of composition and colour. These areas of knowledge are the core to visual expression through a variety of methods.

Composition is the basis for all visual work - from the layout of pictorial elements on a two-dimensional screen or canvas, to the massing of buildings, the design of control buttons and the look of a car. Through composition, a designer, designer or artist builds a visual story and meaning through the way they place elements of an image in a physical or virtual space.

This course explores the role of composition as a key element of visual work. Through lectures and exercises, the course will study the basics of image composition. Composition is considered as a medium of expression, through which the designer's idea is conveyed to the user, the experiencer and the viewer.

Learning content will include balance, contrast, focus, movement, pattern, unity, rhythm and proportion.
The colour section of the course covers colour theory and understanding through practical exercises and lectures based on existing colour knowledge. The educational content covered includes colour circles, colour spaces, colour contrasts, colour harmonies, the three properties of colour and colour interaction. These areas will also be addressed from the point of view of the fundamentals of expression; how different colour juxtapositions and colour schemes refer to other images, carrying and conveying meanings of emotions and moods.

The aim of this unit is to develop the student's basic colour skills. We will do colour exercises through digital and physical collage and painting. In addition, we will study the analysis of colours in images and the application of colour knowledge in our own work.

Colour skills are needed in all visual work and can be applied to the realisation of two-dimensional physical or digital images, colour solutions for three-dimensional objects or colour design and colour management of different spaces and environments.
The teaching of form is carried out in workshops and in conjunction with composition.

Assessment criteria

This is how you complete the Colour, Form and Composition course:
1. Attend the course contact meetings on campus and remotely
2. learn the course content on colour, form and composition through lectures and the teaching material in Moodle.
3. you will complete and return the assignments given in the course on the course's moodle platform

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

- Assessment criteria: level 1: (rating scale 1-5)
- Can work according to instructions
- Can generate ideas based on the principles of composition and colour
- Can identify and describe the concepts and methods of colour, form and composition in a guided manner.
- Can participate in guided learning discussions
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Assessment criteria: level 3 (on a scale of 1-5)
- Is able to apply a wide range of options to his/her design work process
- Can implement colour, form and composition combinations based on their ideas in a guided and independent manner and develop their work on the basis of feedback
- Can independently identify and compare the concepts and methods of composition and colour used
- Can assess and justify their skills and set visual, content-related and technical development objectives
- Can follow and describe the professional debate in their field

Assessment criteria: level 5 (assessment scale 1–5)

- Assessment criteria: level 5 (on a scale of 1-5)
- Can apply and develop a wide range of options in their design work process
- Can use what they have learnt in a planned and creative way when implementing colour and composition schemes and apply the feedback received
- Can apply the methods used and analyse visual outputs
- Can assess, develop and extend visual, content and technical skills
- Able to participate in professional debates in their field

Learning outcomes

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Failed (0)

- Repeated absences from lessons and teaching situations without informing the teacher

- Poor knowledge of the professional knowledge and skills relevant to the course

- Absence of key course assignments

Assessment criteria: level 1 (assessment scale 1–5)

- Ability to work according to instructions
- Can generate ideas for the implementation of the assignment
- Can identify and describe the main methods of the course in a guided manner
- Participates in a guided learning discussion
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Is able to apply a wide range of options to his/her working process
- Can implement assignments in a guided and independent manner on the basis of their ideas and develop them on the basis of feedback
- Can independently identify and compare the methods used
- Can assess and justify competence and set objectives for development in terms of content and/or technology
- Able to follow and describe the professional debate in his/her field

Assessment criteria: level 5 (assessment scale 1–5)

- Can apply and develop a variety of options in their working process
- Can use what they have learned in a planned and creative way when carrying out assignments and apply feedback received
- Can apply the methods used and analyse their relationship to the task
- Able to assess, develop and extend content and/or technical competences
- Able to participate in professional debates in his/her field

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Timing and attendance

Completion of the course:
1. Active attendance at the course 80%. The first time, theory teaching, in which case attendance is mandatory.
2. Completing assigned tasks with approval and returning them in the agreed schedule
3. Presenting own tasks and participating in criticism
4. Course evaluation framework

If you are unable to complete the things required in the course in the given schedule, a replacement schedule and tasks must be agreed with the teacher

Learning material and recommended literature

Lectures, exercises,

Alternative completion methods

If you are unable to complete the things required in the course in the schedu givenle, a replacement schedule and tasks must be agreed with the teacher

Learning environment

theory class, workshop environments

Student time use and work load

5 credits, 5x27 hours = 135 hours of work, of which approx. 10 days of classroom teaching and the rest of the student's independent work.

Additional information for students: previous knowledge etc.

Passed metal and wood workshop driver's license course.

Assessment criteria

Evaluation framework

" The evaluation consists of the high-quality final result of the main task of the implementation and the achievement of the intermediate goals of the project.
In addition, assessment consists of active participation, process management, internalization and application of basic terminology and basic principles. "

Assessment scale

1-5

Failed (0)

Rejected (0)
Unexplained absences. Learning assignments not returned.

Assessment criteria: level 1 (assessment scale 1–5)

Evaluation criteria - level 1

The student identifies the most important production processes of metal and wood products - produces plans for simple metal and wood products, for which he knows how to define the right type of production process.
The student identifies the materials used in model building and identifies the equipment and tools needed for model building.
The designed product performs its task sparingly and has a familiar shape.
The design of the product and the work trace of the product as well as the process management are groping and self-driven. Can act appropriately under guidance. The product works as intended.

Assessment criteria: level 3 (assessment scale 1–5)

Evaluation criteria - level 3

The student knows how to compare different production processes - produces plans for different metal and wood products, for which he knows how to search for alternative production processes. (the product fulfills the assignment, but does not stack or the product is clearly large for reasonable transport)
The student knows how to compare materials used in model building and identify and use the equipment and tools needed for model building.
The work trace of the product and the management of the process is appropriate. The product has novelty value and is suitable for the purpose of use.

Assessment criteria: level 5 (assessment scale 1–5)

Evaluation criteria - level 5

The student can - compare and choose the most suitable production process model for a design assignment - tell in detail about production properties and take them into account in product design - produce a lot of plans for various metal and wood products.
The student knows how to compare and choose materials used in model building, and independently identify and use the equipment and tools needed for model building.
The work footprint, finishing and process management of the product is of a high standard and in line with the goals. The output is functional, innovative and has novelty value.

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

The students are able to
- define the concepts of VR (Virtual Reality), XR (eXtended Reality) and AR (Augmented Reality) and to discuss the application possibilities of these and other comparable technologies
- to design solutions in which XR/AR technologies and methods support user experience, learning, marketing communication or other customer needs.

Assessment scale

1-5

Learning outcomes

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Implementation and methods of teaching

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Lectures
Reflection exercises
Design exercises following design process thinking

First day and lecture at the campus and following online in Zoom.

Timing and attendance

Participation to lectures 75% (4/6) and participation to exercises 100%. In case of problems in participation one needs to discuss supplementary exercises with lecturer.

Learning material and recommended literature

Teun den Dekker: Design thinking
Online material in Moodle platform

Student time use and work load

5cr=27hrs student work, 5cr=135hrs, which is different than contact hours.

Assessment criteria

Reflection exercises pass/fail
Design exercise with feedback discussion, grade 0-5
Peer and self evalution

Assessment scale

1-5

Failed (0)

Not participating to exercises and lectures
Failing to meet each exercise criteria

Assessment criteria: level 1 (assessment scale 1–5)

• Is able to use some basic professional terminology and concepts
• Is able to use learned design methods and processes in teams' concept work
• Can act as a group member

Assessment criteria: level 3 (assessment scale 1–5)

• Is able to use professional terminology and concepts in consistent manner
• Is able to implement techniques/working methods or models and processes in teams' concept work
• Can work goal-oriented way in a group work

Assessment criteria: level 5 (assessment scale 1–5)

• Is able to use professional terminology and concepts in expert manner
• Is able to choose techniques/working methods or models and processes and justify his/her selections in teams' concept work
• Can work goal-orientated and bring ones skills for group to utilize

Learning outcomes

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Implementation and methods of teaching

The student is able to
- explain the term design and describe how design affects the development of everyday life, society and businesses
- make use of design thinking and some of the typical design process and methods for solving problems.

Lectures
Reflection exercises
Design exercises following design process thinking

First day and lecture at the campus and following online in Zoom.

Timing and attendance

Participation to lectures 75% (4/6) and participation to exercises 100%. In case of problems in participation one needs to discuss supplementary exercises with lecturer.

Learning material and recommended literature

Teun den Dekker: Design thinking
Online material in Moodle platform

Student time use and work load

5cr=27hrs student work, 5cr=135hrs, which is different than contact hours.

Contents

What is design and how does it affect the development of everyday life, society and operations
What is design thinking and what are the most important processes and methods for design is using in problem solving.
As a 2nd year addition a brief overview of user-oriented and sustainable design

Assessment criteria

Reflection exercises pass/fail
Design exercise with feedback discussion, grade 0-5
Peer and self evalution

Assessment scale

1-5

Failed (0)

Not participating to exercises and lectures
Failing to meet each exercise criteria

Assessment criteria: level 1 (assessment scale 1–5)

• Is able to use some basic professional terminology and concepts
• Is able to use learned design methods and processes in teams' concept work
• Can act as a group member

Assessment criteria: level 3 (assessment scale 1–5)

• Is able to use professional terminology and concepts in consistent manner
• Is able to implement techniques/working methods or models and processes in teams' concept work
• Can work goal-oriented way in a group work

Assessment criteria: level 5 (assessment scale 1–5)

• Is able to use professional terminology and concepts in expert manner
• Is able to choose techniques/working methods or models and processes and justify his/her selections in teams' concept work
• Can work goal-orientated and bring ones skills for group to utilize

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Assessment scale

1-5

Learning outcomes

Students are be able to
- compare and choose materials for a model
- demonstrate a command of three-dimensional sketching
- independently use appropriate modelling tools and equipment in an assignment.

Timing and attendance

Completion of the course:
1. Active attendance at the course 80%. The first time, theory teaching, in which case attendance is mandatory.
2. Completing assigned tasks with approval and returning them in the agreed schedule
3. Presenting own tasks and participating in criticism
4. Course evaluation framework

If you are unable to complete the things required in the course in the given schedule, a replacement schedule and tasks must be agreed with the teacher

Learning material and recommended literature

Lectures, exercises,

Alternative completion methods

If you are unable to complete the things required in the course in the schedu givenle, a replacement schedule and tasks must be agreed with the teacher

Learning environment

theory class, workshop environments

Student time use and work load

5 credits, 5x27 hours = 135 hours of work, of which approx. 10 days of classroom teaching and the rest of the student's independent work.

Additional information for students: previous knowledge etc.

Passed metal and wood workshop driver's license course.

Assessment criteria

Evaluation framework

" The evaluation consists of the high-quality final result of the main task of the implementation and the achievement of the intermediate goals of the project.
In addition, assessment consists of active participation, process management, internalization and application of basic terminology and basic principles. "

Assessment scale

1-5

Failed (0)

Rejected (0)
Unexplained absences. Learning assignments not returned.

Assessment criteria: level 1 (assessment scale 1–5)

Evaluation criteria - level 1

The student identifies the most important production processes of metal and wood products - produces plans for simple metal and wood products, for which he knows how to define the right type of production process.
The student identifies the materials used in model building and identifies the equipment and tools needed for model building.
The designed product performs its task sparingly and has a familiar shape.
The design of the product and the work trace of the product as well as the process management are groping and self-driven. Can act appropriately under guidance. The product works as intended.

Assessment criteria: level 3 (assessment scale 1–5)

Evaluation criteria - level 3

The student knows how to compare different production processes - produces plans for different metal and wood products, for which he knows how to search for alternative production processes. (the product fulfills the assignment, but does not stack or the product is clearly large for reasonable transport)
The student knows how to compare materials used in model building and identify and use the equipment and tools needed for model building.
The work trace of the product and the management of the process is appropriate. The product has novelty value and is suitable for the purpose of use.

Assessment criteria: level 5 (assessment scale 1–5)

Evaluation criteria - level 5

The student can - compare and choose the most suitable production process model for a design assignment - tell in detail about production properties and take them into account in product design - produce a lot of plans for various metal and wood products.
The student knows how to compare and choose materials used in model building, and independently identify and use the equipment and tools needed for model building.
The work footprint, finishing and process management of the product is of a high standard and in line with the goals. The output is functional, innovative and has novelty value.

Learning outcomes

Students are be able to
- use visual exercises to express colour theory and interrelations and also composition theory
- verbally describe the impressive, expressive and symbolic nature of colours and colour combinations, geometric forms and composition elements
- creatively apply the rules of colour interaction, forms and composition
- discuss the classical colour theories, composition theory and their application in fine arts and design.

Implementation and methods of teaching

The course is mainly delivered as an online course. The online material will be covered in online lectures, which students can follow at their own convenience. The teaching of form will be primarily in the form of workshops.

Timing and attendance

Mandatory attendance on contact days

Learning material and recommended literature

Martti Huttunen: Värit pintaa syvemmältä
Harald Arnkil: Värit Havaintojen maailmassa
Johannes Itten: Värit taiteessa
Josef Albers: Värien vuorovaikutus
Markus Heikkerö: Taiteilijan kuvakirja
Unto Pusa: Plastillinen sommittelu
Molly Bang: Picture this: How Pictures Work
David Batchelor: Chromophobia
David Batchelor: The Luminous and the Grey

in addition, the lecture material includes many in-depth online resources

Student time use and work load

5cr=130h student hours

Contents

Colour, Form and Composition is a basic course in visual thinking, consisting of the basics of composition and colour. These areas of knowledge are the core to visual expression through a variety of methods.

Composition is the basis for all visual work - from the layout of pictorial elements on a two-dimensional screen or canvas, to the massing of buildings, the design of control buttons and the look of a car. Through composition, a designer, designer or artist builds a visual story and meaning through the way they place elements of an image in a physical or virtual space.

This course explores the role of composition as a key element of visual work. Through lectures and exercises, the course will study the basics of image composition. Composition is considered as a medium of expression, through which the designer's idea is conveyed to the user, the experiencer and the viewer.

Learning content will include balance, contrast, focus, movement, pattern, unity, rhythm and proportion.
The colour section of the course covers colour theory and understanding through practical exercises and lectures based on existing colour knowledge. The educational content covered includes colour circles, colour spaces, colour contrasts, colour harmonies, the three properties of colour and colour interaction. These areas will also be addressed from the point of view of the fundamentals of expression; how different colour juxtapositions and colour schemes refer to other images, carrying and conveying meanings of emotions and moods.

The aim of this unit is to develop the student's basic colour skills. We will do colour exercises through digital and physical collage and painting. In addition, we will study the analysis of colours in images and the application of colour knowledge in our own work.

Colour skills are needed in all visual work and can be applied to the realisation of two-dimensional physical or digital images, colour solutions for three-dimensional objects or colour design and colour management of different spaces and environments.
The teaching of form is carried out in workshops and in conjunction with composition.

Assessment criteria

This is how you complete the Colour, Form and Composition course:
1. Attend the course contact meetings on campus and remotely
2. learn the course content on colour, form and composition through lectures and the teaching material in Moodle.
3. you will complete and return the assignments given in the course on the course's moodle platform

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

- Assessment criteria: level 1: (rating scale 1-5)
- Can work according to instructions
- Can generate ideas based on the principles of composition and colour
- Can identify and describe the concepts and methods of colour, form and composition in a guided manner.
- Can participate in guided learning discussions
- Can search for professional information in his/her field

Assessment criteria: level 3 (assessment scale 1–5)

- Assessment criteria: level 3 (on a scale of 1-5)
- Is able to apply a wide range of options to his/her design work process
- Can implement colour, form and composition combinations based on their ideas in a guided and independent manner and develop their work on the basis of feedback
- Can independently identify and compare the concepts and methods of composition and colour used
- Can assess and justify their skills and set visual, content-related and technical development objectives
- Can follow and describe the professional debate in their field

Assessment criteria: level 5 (assessment scale 1–5)

- Assessment criteria: level 5 (on a scale of 1-5)
- Can apply and develop a wide range of options in their design work process
- Can use what they have learnt in a planned and creative way when implementing colour and composition schemes and apply the feedback received
- Can apply the methods used and analyse visual outputs
- Can assess, develop and extend visual, content and technical skills
- Able to participate in professional debates in their field