This post contains the course description, assignments, assignment objectives, and examples of the assignments offered in the 2017 and 2018 version of the Design Visualization 1 course offered in the autumn semesters.

**Course description**

Introduction to perspective, freehand drawing, digital drawing, and basic construction as skills to communicate characteristics of a subject and space as it pertains to Design. Emphasis on observational and ruled drawing as a tool to record, analyze and communicate information about natural and an made objects. This is a progress-oriented course that combines theory and practice into a lecture and studio format. Both will require active student participation. Class meets two days a week for 2.6 hours each day. The course is comprised of lectures, presentations, assignments, participatory activities and individual meetings, reading assignments and critiques. Students are encouraged to utilize classroom and departmental facilities.

**Course Projects**

**Assignment 1: Boxes in perspective**

**Parameters:**

Students must create two drawings for this assignment. The first is a multi-step drawing that utilizes vanishing points and a horizon line to generate boxes in two-point perspective with a variety of line weights. The second is a multi-step drawing that requires the students to use observational drawing techniques to capture a small composition involving rectilinear objects.

**Rational/Context:**

Students have varied backgrounds in art and design when they start our program. Some arrive quite skilled in one or more areas while some have had no formal training. The first three assignments in Design Visualizations introduce them to drawing materials like graphite, pen, and marker and how they might use them. They also experiment with drawing on tracing paper, copy paper, sketchbook paper, and Bristol while be given information about the differences and uses of each. Additionally, they learn to scan and present their work with digital editing software.

**Objectives:**

- Recognize the differences and applications of perspective techniques;
- Construct a perspective drawing with straight edges and free hand;
- Conceptualize practical applications of perspective;
- Utilize the proper drawing tools to create a variety of lines;
- Scan and present your work in a crafted manner.

**Examples:**

**Assignment 2: Ellipses and Cylinders In Perspective**

**Parameters:**

Students must create two drawings for this assignment. The first is a multi-step drawing that utilizes vanishing points and a horizon line to generate boxes in two-point perspective with a variety of line weights; students inscribe cylinders inside these boxes. The second is a multi-step drawing that requires the students to use observational drawing techniques to capture a small composition involving cylindrical objects.

**Rational/Context:**

Students build on their progress from Assignment 1 and continue building familiarity with the tools and techniques of perspectival drawing.

**Objectives:**

- Recognize the differences and applications of perspective techniques;
- Construct a perspective drawing with free hand techniques;
- Conceptualize practical applications of perspective;
- Utilize the proper drawing tools to create a variety of elliptical shapers;
- Scan and present your work in a crafted manner.

**Examples:**

**Assignment 3: Spheres and Torus**

**Parameters:**

Students must create two drawings for this assignment. The first is a multi-step drawing that utilizes vanishing points and a horizon line to generate boxes in two-point perspective with a variety of line weights; students inscribe spheres and the torus inside these boxes. The second is a multi-step drawing that requires the students to use observational drawing techniques to capture a small composition involving complex objects. Furthermore, students must construct preliminary compositional sketches based on positive/negative shape analysis.

**Rational/Context:**

Students build on their progress from Assignment 2 and continue building familiarity with the tools and techniques of perspectival drawing.

**Objectives:**

- Recognize the differences and applications of perspective techniques;
- Construct a perspective drawing with free hand techniques;
- Conceptualize practical applications of perspective;
- Utilize the proper drawing tools including pen and pencil to create a variety of spherical, torus, and other shapes;
- Demonstrate your process of creating a composition that utilizes active negative and positive shapes;
- Scan and present your work in a crafted manner.

**Examples**

**Assignment 4: 100 Drawings**

**Parameters:**

Students must create a 100 drawings that are no more than 2 minutes in length. These drawings can begin as graphite drawings must be finalized in ink and marker. Color can be added if the student has time.

**Rational/Context:**

At this point in the semester, the students understand basic applications of perspective but are often hesitant to employ them carefully. In short, many students are afraid to make mistakes. By having them make a lot of drawings, the students both speed up the processing of information and become more comfortable with drawing with pen.

**Objectives:**

- Rapidly render an object with only a few lines;
- Build definition and depth of an object with pens and markers;
- Scan and present your work in a crafted manner.

**Examples:**

**Assignment 5: Analysis of an Interior**

**Parameters:**

Students must create a diptych highlighting their observations of the elements and principles at work in the Buckeye Union. This assignment asks them to do observational sketches and note taking on site, use these insights to develop a compositional idea, execute the drawings of the spaces, and write a statement explaining their choices. The process of developing this idea has as much weight as the execution of the idea.

**Rational/Context:**

This is the first major assignment in the course where the students really have some autonomy and are asked to consider how the prompt will dictate the outcome of their assignment. Students meet with the instructor at least once in one-0n-one meetings to discuss initial ideas and how to visualize their observations. Multiple ideas are considered before progressing to a final solution and a final statement must be constructed explaining their decisions.

**Examples:**

**Assignment 6: Orthographic Drawing and Construction**

**Parameters**

Students are provided one view of a third-angle projection. They must utilize this view to create four different structures and drawings that function as a unit. Two of the structures are constructed in Bristol board and two are constructed in Chipboard. Additionally, they must include third-angle projections of their work, an observational drawing of one structure, documentation of their process, and a statement explaining their decision making.

**Rational/Context**

Up to this point in the semester, the students have primarily been exposed to perspective drawing and observational drawing. The introduction of isometric and orthographic drawing, while brief, allows the students to be exposed to another way of visualizing an idea. Furthermore, learning to visualize in three dimensions through Bristol and Chipboard offers the students another way to bring an idea into the world.

In recent years, the students have been asked to choose whether the view they have been given is representative of a building facade or an engineered object, which can change the way the drawings are created (hidden lines, or not). Finally, more students have gravitated to completing the drawings on the computer or iPad through different visualization software.

**Examples**

**Assignment 7: Re-Map**

**Parameters**

Students are asked to revisit one of their first projects from 2110. This project involved them writing a set of directions for a classmate to follow to a “treasure” on campus. The student who received the directions would then make a “map” of these directions in their moleskine.

The final assignment in 2310 asks them to first begin by critiquing this project from their current point of view. From here, the students must create a proposal to re-make this map. This proposal must address narrative intent, what media they will use to visualize this process, their timeline for completing these tasks, and how they will track their progress. Students write 750-1000 words in total between the preliminary analysis and final statement of intent.

**Rational/Context**

Giving the students a chance to improve on an earlier work for the semester allows them to reflect on their work and what they have learned to date. Leaving the choice of media to the student allows them to choose how they best visualize an idea. Having them write a critique, a proposal, and a statement of intent requires them to document their process of creation, ideation, and the scope of the prompt. The final results are unique to each student, which is often empowering to them.

**Examples**

The students from this semester haven’t completed this assignment yet so, for now, here are a few examples from years past:

Gabriela Avila, 2016

Shijie Li, 2017:

Nick Romanowski, 2017:

**Responses**

**Parameters**

Students read, listen, and watch short articles, podcasts, and videos. They are given a guiding question to respond to and visualize in their moleskine and then their ideas are discussed in class. The total number of responses for the class can vary but the usual amount is ten.

**Rational/Context**

Since a substantial part of the beginning of the 2310 is skill based, we use the responses to keep the students thinking about big picture ideas. Some of these prompts address so-called ‘soft’ skills, like persistence; others address perception, ethical issues that might be made manifest in design practice, and the creative process in general. The hope is that the students will begin to see their moleskines as a place where their own ideas and processes can be made manifest.

**Examples**