Study Guide

Learning outcomes

The student knows how to
- describe the basic principles of designing structures
- assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- design functional structures and select appropriate materials for a design

Implementation and methods of teaching

- The student will learn to identify the most common fiber-based packaging materials such as carton and corrugated board, and their production methods.
- The student will learn the basic techniques of paper and carton folding through exercises and a group task.

NOTE: It's recommended that students have their own toolset for making the samples including a carpet knife, metal ruler, tape, pencil, eraser and a tool to make folding lines.

Learning material and recommended literature

For exercises:
- Jackson, Paul. Designing structural packaging
- Jackson, Paul. Folding techniques for designers
- Packplay 1: User-centred packaging design, UQAM Canada
- Packplay 2: Do we need another packaging (sustainable packaging project), UQAM Canada

For inspiration:
- Structural Package Designs by Haresh Pathak (Author). The whole book series
- Structural Packaging: Design Your Own Boxes and 3D Forms by Paul Jackson
- Structural Packaging by Josep, M. Garrofé copy available at (https://www.slideshare.net/annynirudh/structuralpackagingjosepmgarrofe)

Paper and carton materials are given for students. There might be some possible printing costs for students.

Student time use and work load

The course requires:
- Creativity
- Hands-on attitude
- Working (computer and sample making) outside the contact hours
- Studying the lecture materials (possibility of an exam)
- Group work skills
- Presentation skills

There are no shortcuts in learning creative structural design but doing, testing, making mistakes, and learning from the mistakes.

Assessment criteria

- Attendance
- Exercises and learning tasks
- Presentations and discussions
- Project management and outcome
- Peer evaluation and self-evaluation

Assessment scale

1-5

Failed (0)

FAILED:

- The student cannot describe the basic principles of designing structures
- The student cannot assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- The student cannot design functional structures and select appropriate materials for a design

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

- The student can describe most of the basic principles of designing structures
- The student can assess at least some most common materials from the perspectives of durability, serviceability, aesthetics and product costs
- The student can make some basic functional structures and select materials for a design

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

- The student can describe well the basic principles of designing packaging structures
- The student can assess the most common packaging materials from the perspectives of durability, serviceability, aesthetics, and product costs
- The student can design functional structures and select independently suitable materials for a design

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

- The student can describe and justify the principles of designing packaging structures for different kinds of audiences
- The student can assess a wide range of packaging materials from the perspectives of durability, serviceability, aesthetics, and product costs
- The student can design functional and yet creative/innovative structures and select independently suitable materials for a design
- The student takes an active role in contact hours and guides and helps other students and gives constructive feedback

Learning outcomes

The student knows how to
- describe the basic principles of designing structures
- assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- design functional structures and select appropriate materials for a design

Assessment scale

1-5

Learning outcomes

The student knows how to
- describe the basic principles of designing structures
- assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- design functional structures and select appropriate materials for a design

Assessment scale

1-5

Learning outcomes

The student knows how to
- describe the basic principles of designing structures
- assess materials from the perspectives of durability, serviceability, aesthetics and product costs
- design functional structures and select appropriate materials for a design

Implementation and methods of teaching

- The student will learn to identify the most common fiber-based packaging materials such as carton and corrugated board, and their production methods.
- The student will learn the basic techniques of paper and carton folding through exercises and a group task.

NOTE: It's recommended that students have their own toolset for making the samples including a carpet knife, metal ruler, tape, pencil, eraser and a tool to make folding lines.

Learning material and recommended literature

For exercises:
- Jackson, Paul. Designing structural packaging
- Jackson, Paul. Folding techniques for designers
- Packplay 1: User-centred packaging design, UQAM Canada
- Packplay 2: Do we need another packaging (sustainable packaging project), UQAM Canada

For inspiration:
- Structural Package Designs by Haresh Pathak (Author). The whole book series
- Structural Packaging: Design Your Own Boxes and 3D Forms by Paul Jackson
- Structural Packaging by Josep, M. Garrofé copy available at (https://www.slideshare.net/annynirudh/structuralpackagingjosepmgarrofe)

Paper and carton materials are given for students. There might be some possible printing costs for students.

Student time use and work load

The course requires:
- Creativity
- Hands-on attitude
- Working (computer and sample making) outside the contact hours
- Studying the lecture materials (possibility of an exam)
- Group work skills
- Presentation skills

There are no shortcuts in learning creative structural design but doing, testing, making mistakes, and learning from the mistakes.

Assessment scale

1-5