Understanding ‘good’ students

Something Liam said resonated with me as I was doing the Phaedrus chat. We had been talking about the Learner Centred Project and he said ‘it is the traditional HD students who seem to be having the most trouble with grades at the beginning of the course’. There was something in what he was saying. Maybe some of you who are turned off by me have been HD students before this. If this possibility exists then I need to do some home work. And here is what I threw up.

I went looking for how can someone consistently get high grades through school and college. And if the net can help. It of course took me into schools – where you get high grades for doing what you are told. So here goes:

1. I found this web site: “One of the biggest challenges of getting good grades is how to make the large amount of schoolwork more manageable, and one of the longest sections of this guide explains in detail how to do that”. So this was about work management. The paper lantern was the exact opposite – it said the more time you spend on this the more rewarding it will be. ummm…. “Getting good grades in college is a challenge that is best conquered using proven methods of studying and a particular framework of attitudes.”

2. This site said ” The goal of this course is to design champions”. And what does being a champion learner in design school mean. I wonder!

3. This is a bit less strategy orientated – so maybe not as useful in the tricks department. “Times change. The definition of “student” once was “one who studies something”. Today it can mean merely “one who attends a school, college or university”.” And then what happens when you attend – you run into teachers who teach stuff the meaning of which is not clear or valuable?

No tips I can give you yet …

4. “Time to Narrow Down Your Extracurricular Activities” Interesting

5. “what you will wish you had known

6. “Good grades in high school have ‘halo effect’ that protects against smoking”

So the HD gives you a “Halo effect” in school. WOW!! Also in uni? Maybe.

But if people are not keen to get good grades – but are going for the pass, and not because they are not good but because they have chosen to “downshift” or consume less or do less or stress less or whatever, then does the “halo effect”(HE) disappear.

Does anyone seriously work to get the HE? And is this a way to make a statement or be noticed in the community?

What happnes if the teacher says all my students are equal – all are as good. It is just that some of them are preoccupied with relationships or have personality issues – and this is the place to go thru all these changes and so why should anyone be penalised for falling in love. Just be honest – no can do, am obsessing about someone. And that is fine. Privilege life over work. Good stuff – right ho!

My conundrum still is with the complexity of negotiating university. Can we get away with doing little? Yes. can we get good grades by doing a little,and a burst at the end? umm doubtful. Very little learning in this – very little dialogue. So good grades tough on this route. Can we get good grades by doing stuff our way and getting it approved by the teacher? Possible in exceptional cases.But again the learning is negotiated – and you may do but not learn – you will have an output, but without any significant substance. Good output – good manufacturable design. But that may not be the point of the studio at all. And you will be using stuff you have learned before – but not what is involved in the course.

So you see. Its complex tough and just like people – cussed.

Good night.

Oh This business of being a teacher!!

P: It was warm yesterday, and the days are longer. How goes your season of discontent.
S: It rages. Yesterday was yet another session that ended with a not so good taste. I sat down and counted how many in class hate me.

P: And is that a majority? Like halfway through in Israel?
S: No nothing like that. This is mild stuff; its hate but mild and only as a sort of disengagement. I am ok, and you (S) are not ok. And for this reason of low intensity. Its an unwillingness to spare time. Israel was ‘show us where we are going’ and the anger was associated with that. Of 35 a cool 20 were angry, and they were the ones who got the most out of it. But that was an anger of engagement – not one of withdrawal. And the 15 who didn’t get angry passed through the course – just passing thru – and didn’t get much from it. Nice people, still friends with them- but they didn’t get a lot. Or didn’t get it!

P: A bit like Pound’s heliodiplodocus story. And Prisig’s quality essay. And Koestler’s “ah!” is delayed in coming. But this is the way things have to be. If you got an enthusiastic student group that started working on themselves actively it would be catastrophic. It will seem like cynicism has died. And that would be fascism.
S: Thanks P. Letting me off the hook I see.

P: No privileging excellence and perfection. The Zen master will not stoop to mediocrity, neither will the poet – so why must you entertain it. But you are neither of those so it would be wrong for you to assume you have people in your class because they have come to get something from you, let alone transform themselves. I note that you gave out the ‘personal transformation’ stuff at the beginning – and have kept quiet about it. So let us say: ‘education’ is not about learning or capability development – as it ought to be – but about getting something extra. A little bit more- like a new shirt. You don’t need to have surgery, or do meditation to wear a shirt. So why do you have to give up all that you have learnt – what you(s) refer to as bad thinking habits – just because some teacher thinks so. It should be possible to design a lantern by just doing up a sketch, and executing it. But you don’t allow that – and so you cleave the class into those who can engage, and those who cannot. Have you spoken of Itten?
S: No, no I haven’t. As though the lantern is not bad enough. Anyway getting back to the hate climate, nay dislike, I am wondering how to reach out. To bring back into the fold the discontented – to talk to those who say ‘this is boring stuff’.

P: I have an idea. Rotate the peer evaluation and get a conversation going. The contented will speak to the discontented. Or better still ignore it. Just like a normal teacher – do your job and move on, play the game “I (s) am ok, you are not”. But you can’t and this is eating you up. Right, so look at it like this. You make four scenarios and choose from that. (a) You could have all the class feeling unhappy and hiding it from you. (b) You have a 50:50 split in happy versus unhappy. (c) You have a 30:70, or 40:60 split either way or both ways. (d) You have the whole class fully happy. Well you can’t have (d) because you are not teaching Karate and you don’t have (a). So take your pick. Why don’t you have a stakeholder session – participative democracy – get the class to engage and solve this problem. As problems go ‘soumitri’s unhappiness’ is a good one to work on. So what do you say?
S: Ummm. I will first blog this conversation. Then unload my anxieties – onto someone.

P: Tell me about your anxieties.
S: Nothing to tell. Just the usual. Am I doing a good job. Am I being effective. Am I setting up an effective learning context. Am I being too authoritative ( I am a bit authoritative, but over stepping the limits?). Am I alienating some because I am focused on other. Am I causing anxieties – and leading to disengagement of some from their work. Am I being too soft. Am I being too hard.

P: You will never know any of this. So why not step back.
S: Or stop wearing suits.

Okay Ben here it is

Not been sleeping, not been sleeping at all. When does someone like me get the time to do a web site – not part of my job. So I steal time at night when the family sleeps.

All because some irate student (ben) got under my skin by moaning about my site being all crap.

So here it is all updated and extremely verbose.

A little bird said to me yesterday

“This Corporation Game lot – you know we have begun to notice something about some of them. They are thinking aggressively – and are quite fearless in thinking aloud.”

“Very interesting minds.”

So what is happening? Let us say that you have focussed upon your processes of thinking. You have realised that it is all arbitrary anyway – one good idea can be replaced with another. You arrive at good ideas with games and play – and these ideas are even better than those arrived at thru hard linear thinking. This is one thing you may have realised. But then you may not have realised this – but may have changed yourself in unknown ways. And this is more magical. Your boundaries may have shifted. You may be incapable now of getting angry with other dogmatic people – because you can accommoldate their views too; you have 8 categories.

But have you let go – of your old ways? A little bit – but you may have a long way to go. Your old ways require you to fit – to conform, and get into the groove, be cool, be awesome, be hot, – and these are the words all social collectives (communities of people, clans, tribes and basically all groups even in cities) use to make categories. These categories are boxes into which you must fit or else you will be hounded, ridiculed (oh so tasteless, or so gauche, oh so kitsch), and stones (with sneers). But that is not good for the radical is it? So what do we do?? Let us become the object beyond ridicule – let us be ridiculous. Let us wear a suit to class – and let everyone shake their head and say ‘ they are crazy’. What they mean is they do not have a box, category to put you in, and so you are free. Free to think beyond the frontier – designer sans frontiers!! (but if you do not wear a suit? Will we ridicule, maybe not but …. )

Welcome to the corporation game. This is Tarkovsky’s Zone in the Stalker. Here we are all pure minds. We are all free and fearless. We will hunt and pin down ways of thinking. And in this way we will value the thinking that minds can do – and in this we are thinking just like people in corporations. ( and so will use blogs like Dumbledore in Harry Potter – to pull things out of our heads, to empty our minds so that we can be free to move on, uncluttered)

And let go then atop the hot air ballon to the table that has been set out for us to have a cup of tea (and biscuits?) and gaze at the city below.

let us spare a moment and read Gertrude Stein. It may be time. We may be able to read that.

but again you may be ready to watch a bollywood film – and a deep texture – not as kitsch but as an arbitrary context. That is not trrying to be realistic, much less show you heroes. Or shall we start with a mixican soap.

Till next time then.

Dear Laura

You asked about the three categories: The Corporation, The Dissenters and the Designers. And you asked if you were still to be in these categories. You asked – what is the game.

And here is the answer:
1. On 11th July (seems like such a long time ago) we did a little thinking about these categories. Soumitri needed to demonstrate the existence of these categories – which is one more category than the conventional us (designer) and them (client). He also needed you to keep three categories. By the end of july the class was comfortable keeping up to 8 categories in their heads. Meaning was becoming complex. And complexity was becoming something to enjoy.

2. On 18th July the idea of the ‘enlightened corporation’ was proposed. This was done by frontally attacking the design Consultancy as a poor location for intellectual activity. This was also to show you that there exist ‘rogue corporations’ but these kinds of firms do not tend to make products. They usually are oil firms or arms manufacturers, or of course are in the food business. Maybe the corporations designers work with are truly ‘enlightened’.

3. Also in such corporations the designer is expected to have a real robust and resilient problem solving head. So how do you take a bunch of 20 first year studentsa nd make their heads ‘resilient’. Maybe by giving them techniques and tools for thinking. Maybe by opening their eyes (like clockwork orange by holding their eyes open with match sticks),a dn thei minds. Byt taking them away from mind numbing cinema (to thinking cinema). And so on. But basically by making them capable of handling ‘tough problems’. And this began to happen. We are into August now.

I apologise for not setting up one project that you could do through the semester. But then you may not have learnet anything in that way that would have been of value in the Corporation setting. But do remember I am HR and I have a stake in developing your capability, your abilities and your intellectual equipment, and that is my job. And if I goof up on that I will get sacked. And in this the Kinglake West Adventure Camp come alive.

And that is the game. The game is also in the SUITS! Because you need to play – to be a lateral thinker. And to be a good lateral thinker you need to give up your prejudices and your ‘ways’ which may not really be all that useful in the context of pure thinking.

The game also comes alive in the ‘games’. And in all this it is a bit like the swimming pool: do not walk on the pool side looking in. You have to jump in to learn.

See Ben’s Blog (he agonises about ‘what is going on’ and is a fantastic bit of rpose), and also see Carl’s blog (Carl is in Problem Kya Hai – and has written some beautiful stuff in recent days). And these are in your ‘your speak’ – and may be better ways of saying the same thing.

But again I am the last person who will insist you need to get a 110% out of the course. For the university is a place to grow up and we can all take it in our own ways. If you have other things on your mind, if you have other things to do – its okay. And in fact – so be it!!

On Education

From Wikipedia:
The education of an individual human begins at birth and continues throughout life. (Some believe that education begins even before birth, as evidenced by some parents’ playing music or reading to the baby in the womb in the hope it will influence the child’s development.) For some, the struggles and triumphs of daily life provide far more instruction than does formal schooling (thus Mark Twain’s admonition to “never let school interfere with your education”). Family members may have a profound educational effect — often more profound than they realize — though family teaching may function very informally. The origins of the word “education” reveal one theory of its function: the Latin educare comes from roots suggesting a “leading out” or “leading forth”, with possible implications of developing innate abilities and of expanding horizons.
Formal education occurs when society or a group or an individual sets up a curriculum to educate people, usually the young. Formal education can become systematic and thorough, but its sponsor may seek selfish advantages when shaping impressionable young scholars.

Also to ‘educe’ is to draw out.

And more in the context of Carl’s usage of the term Guru: http://en.wikipedia.org/wiki/Guru-shishya_tradition

Review Next WEEK!!

Mick has organised a mid semester review for next week.

We are to do a review also. So here goes:

2.30 PM to 4.30 PM Review
1. Students review themselves ( 10 minutes) – soumitri to prepare form for use in the review.
2. Reflexive talk: Students talk each for 5 minutes on the topic of ” I used to be……, but now …..”
3. Students review Soumitri’s performance and suggest changes for the future.

4.30 PM to 6.30 PM Drinks and walk around
1. We have to have our work up for others to be able to see what we are doing.
2. Each of you can put up a small exhibit, on a table. It will have your chart, your paper studies, stuff from your blog, your walton work (you may need to cluster the tables for this to be together)
3. You can make a poster if you want to allow others to get into your semester trajectory.

Can do?

What has Soumitri Achieved

Soumitri set up a studio course which had two objectives:
1. To show students the real world of design (design within big companies), and what it values (good thinking).
2. To show that learning was easy. You only had to come to class, keep your mind open and bingo you leave class having learnt something.

Soumitri actually thinks he has succeeded. At least Carl appears to agree, maybe he doesn’t.

Do you think so? Do you think Soumitri has succeeded? Can you evaluate him, the course and mount a critique of the course?

(I want to see all of you come in on this, in this I will be Big Brother – more Orwellian than TV sit com, checking to see if you have all posted.)

Complexity thinking

Thank you very much for yesterday. There was a lot in there and I am sure you can now appreciate the value of the two methods:
1. The Questioning Technique
2. Backcasting

I am sure you are yearning to try out these tools on everything you can think of. I see you reading the handouts Carl and it brings joy to my heart. You may want to look at VSU using the questioning technique – that is what this tool is meant for.

You, all of you, can redo the walton exercise with other techniques. If you want I can set it up for you to use some tools like:
1. Mapping the network: Using actor network thinking
2. Life cycle thinking: Mapping the materials flow
3. Systems modelling: Using the systems appraoch

All of which will give you equally valuable if not more complex results. But you have to ask if you want to go this way. If you want to make complex problem solving something you value.

Some of you have left this trajectory: Mario and Kev are onto doing a 4 wheeled EV. That is one direction. Though not this one. And we will be exploring that too – the direction of form. And you can use the questioning technique there too. As also back casting. Show me something Mario. For now:

1. The question is would you all like to do an EV? As a way to solve complex problems. The EV is a complex problem.

2. This may be a coming home path Kate. You can integrate your thinking, complex problem solving, with what you have seen as orthodox design – products and sustainability. And the EV is a good place.

3. The first years are on stand by to come and play one of their games with you. And the EV can be your topic.

In this way you have learnt how to solve complex problems. And can build further on this.

Thank you for coming along for the ride.

(remember its the process not the product/content)

Looking back from the Halfway Mark

Phaedrus: Its been a while. And I see you have been attacked and mauled. But that is another story I guess. So tell me how will you respond to Ben’s impassioned prose.
S: I guess that is my reward – the pain, the angst, and the proof of the engagement. Its taken 6 weeks for the cry to emerge – but when it did it came from the heart. Anger, denial, bargaining, acceptance and wisdom ( this is that quote from ‘all that jazz’ – with the last word changed from Death). I guess we are still only getting past denial here. But let me tell you something that is interesting about B’s post.
P: Tell me?
S: B mentions the class as equally trying to understand Soumitri’s mind. So that makes two of us – because I am trying to understand the students’ mind – though not as a collective. And it has been so hard – more so than in many occasions in the past. Maybe I am growing old fast and have less and less stamina for the questioning process. I saw some of them, covertly watched their faces, on sunday and the engrossment was reward itself. 4 o’clock came too swiftly, too quickly. And I had to hold bcak from saying – see wasn’t it fun? This my dear friends is the joy of design. But I cant say that – because they would have said ‘what’ – and that would have destroyed the magic. The value of that experience has to stay like that hard lump of sorrow and has to be recreated each time – ‘let me get into a sorrowful state’ – and more importantly has to be felt like a longing. ‘I want to get into that state’. And it will take years for each of them to make space for that kind of meditative practice – and most will probably put it away as that sunday!

But B does say that it is about process and not product. So the mind does understand. But does it have faith that this is the ‘right way’? Can beautiful things emerge from the often trivial and jocular game? Or does it have to be a ‘rational and varbal sequence of events’. Years ago – in the Denon design studios in Shirakawa in central japan – I had a music sysstem mockup readied for presentation. I stood in front of the design team and got ready to present. Kitagawa-san motioned for me to sit down. And the team spent the next ten minutes studying the mockup – what can be seen need not be explained. It was astounding. Never again I was to tell myself will I use my mouth when the eyes will do the job better.

And so it was lst sunday – quiet absorption, and that inner joy like that of an engrossed child making a sand castle. And like the sand castle what we make must be swept away, broken, set aside, and touvhed but not spoken about.

P: Is it time to talk about the paper lamps?
S: It may be. The paper lamp is a trick exercise. It is simple – just paper and wire. But it is a craft object, and an object which makes significant the play of light on paper important. It is to be feast for the eyes – and so has to be subtle and refined. But the trick is in the realisation that you cannot design this by using the ‘way’ the students have adopted – that of thinking through and executing. It demands exploration, trials and a realisation of the value of light as an actor in the final result. Then there is paper which demands exploration. This is an exercise that rewards one who can keep doing this again and again. It is a project that hurts if the student cannot spare time. This cannot be rushed. And through this the realization of the true nature of design dawns. Sunday saw the students spending 6 hours on this. And at the end all they had was a feel for the paper and a knowledge of possibilities – so how many more six hours are needed before a lamp can be made? But let me put it another way – the more six hour slots that are deployed the more awesome the result will be. And in that will be a mature practice of design that will blow away the opposition. And there are no short cuts possible.

We have come a long way from that fateful day when I said; ‘so ready to start work on the paper lamp’ and they said they knew how to do it and were going to go away, I said for 20 minutes, to make something. And I said then – that is not it my friends, that is not it at all. (TS Eliot)

“In the room the women come and go talking of Michaelangelo’ (TSE again)

P: So you want to talk about the journey? Are you hurting less?
S: I could. Yes early in july the mouths used to curl wryly, and it was awful to go into class. Just me alone and 20 strangers – each with an expressions saying ‘yeah whatever’. It was hard and it is at this point that the authritarian teacher is created – for you want to wipe that awful slouch and negativity off their face. And what better way to do it that to slam into them with a nasty assignment with a harsh deadline. But having never done that – I can only say, yes I understand. Also having walked into classrooms filled with strangers in different parts of the world it should’ne matter. But it does – because I am human, and because it is also so un-necessary. Why do they fight learning, why do they fight in letting go of their ways which may be quite unsuitable for practicing design. In 99 in Jerusalem they were angry but couldn’t walk away. In 87 in Delhi I said I was going home and did not want to continue teaching – and we stepped out for a basketball game to sort the energies out.

Here they dont do that – they just go into the shell. But to be fair Brandon smiled from the first day, and so did Ben. They were eager for the journey. But it only takes one curly lip to suck your energies out. I then count till ten to calm down, but more importantly become impasssioned again.

Minds are incredibly resilient things, but amazingly tough too. But that was then,july and the start of the course.

Things are different now. I am now getting waves of affcetion floating my way. Some of the students are accepting that they are changing – they are usually easy to spot – like they wear the suit, or tie, or just office clothes. And ridiculous though it may seem it is a gesture of support. They have started doing little things – small signs that on a one to one basis I have their trust. But they still will not come out openly, still the distancing. ‘I then want to say – A its okay to belong to a group – let go of your identity, dont sit apart’. ‘just become learners’. But I dont- I have to say very little as Schmier used to say to me. Let them speak – they will learn by that. He also used to say – what they learn does not matter – what is important is they take charge of their learning.

And this they are beginning to do. I will volunteer to do and thru this I will learn.

P: Is it over then?
S: Pretty much. Some have reached the top of the hill, the others will look at them and follow. Now its the ‘down hill run’ (CSNY), and they can do this unaided. They have produced some amazing stuff – that should rightfully be patented. But they will take time realizing the value of it. Some have come through as leaders – and have contributed to peer learning.

The magic is over. We may be getting past the denial stage. And time for me to sit back and watch things unfold.

Jai hind (Stafford Beer)

12 Things that need to be taken seriously

Its the half way mark and we have 12 things:
1. Paper Lantern
2. Three Games
3. The glove thing
4. The 4 Game 1 outcomes; sushi tanto etc
5. Three game 3 outcomes: The Wok and so forth.

Its 48 hrs since the recalcitrance thing. Its also two days since the projects rose up in relief. So what do we have:

1. We have twelve left of centre things that can be made.
2. But you do not value them because you came to them thru games.
3. BUT that is fantastic because you let yourself be creative and think left of centre. You have learnt to be creative in a particular way.

HR (me) in the corporation is very happy with the results. Because in this – the playing of games – is in the spirit of how things are done in the corporation. We value ideas more than anything else. We think it is losers who do not take themselves seriously – and are practical, and are short sighted, and are bothered by technical constraints. Those kind of people are better of outside corporations. In little firms, that have to be short sighted.

But we think it is not enough to have a good idea. It is important to give these ideas form – to shape them, and to make them – so that they can be an inspiration to others who will come upon these creations. So I am hoping you can make them.

I have spent two days going around telling people what an absolute awesome set of ideas have come out of what an absolutely awesome buch of games. I am not sure if the games are better ar the products. BUT – as I said to people – I have a problem. What is the problem they said!

The problem, I said, is that the students do not value the outcomes. They think what came out of a game, a frivolous exercise, cannot be taken seriously. (The truth if spoken by a liar will be difficult to take seriously? – as Herzog brilliantly protrayed in his film Casper Hauser). So what will you do? As usual I will wait for the penny to drop. Maybe they will come around and privilege creativity – AT LAST!!!!!!!!!!

There is a lesson in this: what comes out of serious exercises is just that serious (read boring). But what comes out of creative encounters can be quite thrilling.

Dear Ben

So the reluctance and recalcitrance yesterday got to me. Because:

For one you, YOU, have opted for the grade and then you are obliged to perform and put yourself out to that extent. If you cant then I think you are to be allowed to renegotiate the grade. Please reconsider Ben , if you feel life is getting tough, exhausting. I understand.

BUT LISTEN, PSSSSSSSSST! I will let you in on a secret.

The Studio is a 24 Credit course. So what?
1. You are doing only three courses this semester: Comm, Studies and studio.
2. The other two courses are 12 credits each!!!!!!!!!!!
3. So What??
4. Basically the studio is worth the combined weight of the two other courses.
5. Which means that is the amount of effort you need to be putting into it.
6. But its only one day, jusst 5 hrs. Ah! Wecome to learner centred eduCATION.

Are you performing at a D level for a 24 cr course? Ummmmm …

Think about it.

( all of you)


Games packaging: 3 Games

1. Make a box. Japanned?
2. Make the cards beautifully. And pl laminate them.
3. Make the dice in silicone.
4. Wow the other game players on Monday.
All this is for Monday next week.

Game 1: Steve
Game 2: Haley
Game 3: Sarah

You can also do an A3 Presentation board. This is needed for – Follow up and copyrighting, which will be discussed in week 9 or so. Please keep the game concepts under wraps.


Game III: Spinach

1. A3 Presentation board. First stage. This is for Monday next week.
This has to be followed by:
2. Product detailing and development.
3. Prototyping
4. CAD modelling
5. Submission of entries to competitions and awards.
6. Filing for Copyright.

Wok: Julian and Andrew
Street Lamps: Steve/ Alan
Light: Sarah/ Sofia


Game II: Mushroom

Brown/ Green Tooth glove thingummy.

Executor Team: Raphael/ Braden

What you need to do may be:
1. Documentation of what happened/ and what was said in the game yesterday.
2. A3 Concept presentation board. This is for Monday!
3. Development of the Design.
4. Making a CAD model and animating it. And or making a video of the glove thing in use.
5. Making presentation boards for a set of design competitions and awards.
6. Copyrighting the design in the name of the executors.

“The game players do not have right to the design copyright. And the copyright will be registered only in the names of the people who took the design ahead.” This is open to discussion.

Keep the project secret!!


Game I: Mesquite

You need to document and make a presentation of the outcomes of the first Game. This was run by Steve and Nick. And has been named Mesquite ( a controversial plant in some circles) by Soumitri for now. Can you please make a presentation board – size A3.

This presentation will give you temporary ownership of the project – and possibly permanent ownership if you team mates agree to relinquish control and let you take it forward to prototyping and refinement. Prototyping is the next stage – and this will go along with submission of an entry to a competition – and also for a design award.

Every design project will potentially be submitted to REECE.

1. Apron/bag: Brandon
2. Sushi Tanto: Ben
3. Video: Steve
4. Performance: Sarah


Taking the Paper Lamps Ahead

Here is the list of things for this:
1. You can consider going into the workshop on Thursday Mornings – and also look for other open workshop times.
2. You need to figure out the structure. This needs to be 6’ high.
a. This you can make out of wire – and speak to John in the workshop about what you are planning. Say 6 or 8 mm wire for vertical members and 3mm for the webbing all over. (wire)
b. You can cut the lengths and weld them with John’s help. (Cut and Make)
c. But to speak to John you can need a sketch of the structure. (Sketch)
d. And a list of materials with quantities. (list of materials)
3. You first structure can be a primitive form – say a circle extruded upwards to make a cylinder, or a triangle extruded upwards to make a prism or a square extruded upwards to make a cuboid. This can be your first trial. And you will get a chance to make more shapes as you get more experience.
4. You need to work out the details, the joinery and the treatment of the paper.
5. So make an A3 sketch design with all details and bring it in for Monday next.
6. Remember you may need to consider putting a bulb in the lantern – or make shelves for lots of candles, or just a place for a FAT and BIG candle. For it to light 6 ft of lantern.
7. Kelly/ Brandon can you get the pics across to Olivia in 2nd year – for her to send it to Fringe. (I can do this – but you need to get on with things too).
Please discuss the points above in the comments section!!!!

Soumitri’s lecture for monday

What do you want?

I can do part two of what I did re movies. It would be called Appreciating Design and I would use the matrix: author, genre, context, work – to give you a way to look at design, and design projects.

But do comment and let me know what I should prepare.

On Japanese Rice Paper

Rice Paper Roll

Unryu fiber rice paper for all your crafts, sumi art and home decorating ideas. Measuring 11″ in width by 60 feet long, made in Japan.

Also see:
1. Japanese Papers
2. Shoji Techniques
3. More Shoji
4. Japanese Lanterns
5. Sumi
6. The Japanese Paper Place

The last session before the merger

We are looking forward to better times. More laughter, more certainty, more, ….