Supervised 'technical' instruction from qualified model making staff
Self managed reviews of appropriate media and research into appropriate 'modeling' techniques
Discussion groups
Evaluation of modeling techniques
Production of physical componentry / models for evaluation, development and assessment

Model Making: A Basic Guide (Paperback) by Martha Sutherland
Publisher: W. W. Norton & Company; 1st ed edition (1999)
ISBN: 0393730425
Designing with Models : A Studio Guide to Making and Using Architectural Design Models (Paperback)
by Criss B. Mills
Publisher: Wiley (2000)
ISBN: 047134589X

3D Workshop (Wood, Metal and Plastic provision)
Vacuum Former, Spray Booth
Data Projector
DVD Player and monitor / TV

Non-specialist computing facilities for email, internet access, word processing, database, spreadsheet
and basic presentations will be available through LLRS/ITS facilities on campus, not from within the
Faculty itself - the exception being the Faculty's Student Browsers based in studios which will support
email and internet access.

Physical models provide designers and potential users with a very practical way of assessing designs, ranging from pure aesthetics to practical issues such as ergonomics / physical scale.

This module will allow you to develop three dimensional solutions, which address defined design problems or scenarios.

You will communicate these ideas initially via drawing / two dimensional media, but will move quickly towards a three dimensional solution.

These models will vary in complexity and theme, dependant upon the brief, however themes may include architectural modeling, sketch modeling, facsimile modeling, card / paper modeling and clay / plaster where appropriate.

These themes will be complemented by appropriate demonstrator lead activities, showing basic modeling principles, material properties / characteristics, surface preparations and finishing (sealing, painted, distressed etc)

Research folder/sketch work 20% [Learning Outcomes 1,2,3]
Origination of facsimile object/artefact as specified in brief 80% [Learning Outcomes 3,4]