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Rose Nordin. Designer, illustrator & space explorer.

(Source: daytimeghost)

nosuchthingasghosts:

nosuchthingasghosts:

(Source: daytimeghost)

 hexa-gone crazy
hexa-gone crazy
Investigate the formal properties of a square

Initial research questions:

+ What are the formal properties of a square?
+ What defines a space as a square?
+ How can the formal properties of a square be defined visually?
+ What effect does space and form have on the properties of a square?
+ How are the properties of a square effected by time and meter?
+ What relationship does light and colour have with the properties of a square?
+ What effect does dimension have on the shape properties of a square?

Areas to consider:

Line weight.
Inside and outside space of the square - a frame or block.
Negative space.
Dimension.

Investigate the formal properties of a square

Initial research questions:

+ What are the formal properties of a square?
+ What defines a space as a square?
+ How can the formal properties of a square be defined visually?
+ What effect does space and form have on the properties of a square?
+ How are the properties of a square effected by time and meter?
+ What relationship does light and colour have with the properties of a square?
+ What effect does dimension have on the shape properties of a square?

Areas to consider:

Line weight.
Inside and outside space of the square - a frame or block.
Negative space.
Dimension.

PROJECT ONE:

Explore the shape through a series of projects and experiments interrogating its visual form.  

Consider the following:

SPACE & FORM: Line, plane, mass, void.

TIME & METER: Rythem, order, motion, sequence.

LIGHT & COLOUR: Hue, tint, tone, saturation, opacity.

PROJECT ONE:

Explore the shape through a series of projects and experiments interrogating its visual form.

Consider the following:

SPACE & FORM: Line, plane, mass, void.

TIME & METER: Rythem, order, motion, sequence.

LIGHT & COLOUR: Hue, tint, tone, saturation, opacity.

VISUAL GRAMMAR, LITERACY AND INTELLIGENCE

+ Key skills for visual thinking
+ Involved enquiry and the process of questioning 

This module is about:

+ Problem finding. The point of a good research question is a better research question.
+ Exploration of form and content to explore how meaning is established and communicated.

VISUAL GRAMMAR, LITERACY AND INTELLIGENCE

+ Key skills for visual thinking
+ Involved enquiry and the process of questioning

This module is about:

+ Problem finding. The point of a good research question is a better research question.
+ Exploration of form and content to explore how meaning is established and communicated.



I like design that  


1.	Is minimal - clean, uncluttered and simple. 
2.	Is unpolished and organic with elements which show process.
3.	Is polished, careful and precise.
4.	Is printed.
5.	Is decorative and illustrative.
6.	Reuses and incorporates old materials.
7.	Is from Portland, Oregon.  
8.	Is purposeful and communicative.  
9.	Is lighthearted and funny
10.	Is personal.

I like design that

1. Is minimal - clean, uncluttered and simple. 2. Is unpolished and organic with elements which show process. 3. Is polished, careful and precise. 4. Is printed. 5. Is decorative and illustrative. 6. Reuses and incorporates old materials. 7. Is from Portland, Oregon. 8. Is purposeful and communicative. 9. Is lighthearted and funny 10. Is personal.


I hate design that – 


1.	Is safe, clinical and unadventurous.  
2.	Is pseudo handmade, hand drawn or textured.  
3.	Imitates or borrows too closely to something else, with less impact.  
4.	Is laid out carelessly and misaligned. 
5.	Is limited by the genre it is in.
6.	Is unnecessarily complex.
7.	Is overloaded with variations of type.
8.	Is saved out, exported or printed incorrectly.
9.	Is overly influenced by current trends.
10.	Is too personal, and self-conscious.

I hate design that –

1. Is safe, clinical and unadventurous. 2. Is pseudo handmade, hand drawn or textured. 3. Imitates or borrows too closely to something else, with less impact. 4. Is laid out carelessly and misaligned. 5. Is limited by the genre it is in. 6. Is unnecessarily complex. 7. Is overloaded with variations of type. 8. Is saved out, exported or printed incorrectly. 9. Is overly influenced by current trends. 10. Is too personal, and self-conscious.
Week one

The icebreaker presentation was an anxious triumph for everyone I think. I am very happy and encouraged to be in an incredible group of diversely talented people. It was a lively and funny discussion.

Some points noted on creative practice:

+ Great education is based on great relationships. Discussion is important.

+ There is only right answer is the one that makes sense to you.

+ Everyone has his or her own process to consider and develop. This can be complicated. The more you make stuff, the healthier it will become.

+ Don’t ask for permission.

+ The best designs are the ones born from playfulness. Remain playful.

+ Don’t think about where it will take you in the end. Constantly be asking what next. What is the next step, the next course of action? Do it.

+ Don’t seek an answer. Seek to frame your questions beautifully.

+ It is your responsibility to make things useful and beautiful.

+ Don’t ignore who you are in your work. Use your work to celebrate who you are.

+ Don’t ask anything of your work , other than it’s brilliant.

   SCHOOL WEB LINKS  
thedesignschool.co.uk  - school network 

mykingston.kingston.ac.uk - study space and email  


osis.kingston.ac.uk - school services and fees 



kusu.co.uk - student union

SCHOOL WEB LINKS

thedesignschool.co.uk - school network

mykingston.kingston.ac.uk - study space and email

osis.kingston.ac.uk - school services and fees

kusu.co.uk - student union

A full day of lectures from a broad assortment of practitioners. Each demonstrated an exciting career that was born from interdisciplinary and fluidity between fields. 

+ Discipline: 1. A field or specialism.  2. A focused approach 

+ Interdisciplinary: 1. The connection of different specialisms. 2. An appreciation and involvement of supporting practice surrounding  a focal field. 

+ True interdisciplinary can be attributed to the renaissance period, where science, art, philosophy and invention all where a part of an exploratory and supportive framework. The work of Da Vinci is an aspirational example of interdisciplinary practice.  

+ The term design is ambiguous and the spectrum of practice and skill combinations to attribute to design is limitless. Design is it is very nature a multifaceted process and practice. By being open to unfamiliar disciplines, the process and outcome can be strengthened and tread newer or more exciting grounds.  

John O’reilly  editor of Varoom Magazine emphasised the importance of PLAY to blur boundaries between disciplines, explore, create and ultimately counter any fears of failure.

A full day of lectures from a broad assortment of practitioners. Each demonstrated an exciting career that was born from interdisciplinary and fluidity between fields.

+ Discipline:
1. A field or specialism.
2. A focused approach

+ Interdisciplinary:
1. The connection of different specialisms.
2. An appreciation and involvement of supporting practice surrounding a focal field.

+ True interdisciplinary can be attributed to the renaissance period, where science, art, philosophy and invention all where a part of an exploratory and supportive framework. The work of Da Vinci is an aspirational example of interdisciplinary practice.

+ The term design is ambiguous and the spectrum of practice and skill combinations to attribute to design is limitless. Design is it is very nature a multifaceted process and practice. By being open to unfamiliar disciplines, the process and outcome can be strengthened and tread newer or more exciting grounds.

John O’reilly editor of Varoom Magazine emphasised the importance of PLAY to blur boundaries between disciplines, explore, create and ultimately counter any fears of failure.

PLAY PLAY PLAY
PLAY PLAY PLAY
 Business cards.  Designed and printed at light speed.
Business cards. Designed and printed at light speed.
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