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Inneract Project: YDA | www.inneractproject.org

Inneract Project: YDA | www.inneractproject.org

As an Inneract Project volunteer, education enthusiast, I have been teaching Design related classes to youth who are unexposed to design as a career. Created interactive class curricula incorporating show n tell, games, design problem solving projects. Students were exposed to design processes, tools and skills.

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Chetana Deorah

April 13, 2013
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  1. INNERACT  PROJECT  SUMMER  2013   ELEMENTS  OF  DESIGN   SPACE

     &  FORM  
  2. IS  SPACE     2-­‐dimensional  or  3-­‐dimensional?  

  3. DESIGN  SOLUTIONS  WITH  LINE,  SHAPE,  SYMMETRY  

  4. DESIGN  SOLUTIONS  USING  COLOR  

  5. DESIGN  SOLUTIONS  ADDING  TYPE  

  6. DESIGN  SOLUTIONS  USING  ADDING  TEXTURE  

  7. DESIGN  SOLUTIONS  USING  SPACE  &  FORM    

  8. UNDERSTANDING  TOOLS  &  PROCESSES  for  crea>ng  design  solu>ons!   04/20/13

     
  9. IS  FORM     2-­‐dimensional  or  3-­‐dimensional?  

  10. SPACE  &  FORM     Size   Distance   Perspec>ve

      Dimension:  2D  or  3D   Func>on   Usability   Form   Materials   Light/  Shadow      
  11. SPACE  &  FORM     Fashion  design   Interior  design

      Architecture   Industrial  design   Product  Design   Graphic  Design   Tex>le  Design        
  12. LOGOs   SHAPE  ‘em  LOGOS   QUIZTIME!  

  13. LOGOs   TEXT   TEXT  +  SYMBOL   SYMBOL  

     
  14. LOGOs  

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  36. Itera>on  in  design  –  concept  sketches,  ideas,  shapes,  forms  

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  49. SPACE  &  FORM   WITH  WIRE  

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  57. We  o^en  think  of  art  and  design  in  terms  of

     two-­‐dimensional  skills  —   drawing  and  picture-­‐making.  But  the  “real”  world  is  three-­‐dimensional   —  nature,  buildings,  our  bodies,  even  space  itself.  Knowing  how  the   complex  3-­‐D  visual  experience  works  is  vital  in  all  aspects  of  visual  art   and/or  design.  Focusing  on  the  unique  problem  of  inven>on  in  form,  the   Form  &  Space  curriculum  teaches  the  process  of  imagining,  planning,   construc>ng,  and  visually  resolving  students’  three-­‐dimensional   inven>ons.