| Study programme competencies |
| Code | Study programme competences |
| A1 | Aplicar o coñecemento das diferentes áreas involucradas no Plano Formativo. |
| A2 | Capacidade de comprensión da dimensión social e histórica do Deseño Industrial, vehículo para a creatividade e a búsqueda de solucións novas e efectivas. |
| A3 | Necesidade dunha aprendizaxe permanente e continua (Life-long learning), e especialmente orientada cara os avances e os novos produtos do mercado. |
| A4 | Traballar de forma efectiva como individuo e como membro de equipos diversos e multidisciplinares. |
| A5 | Identificar, formular e resolver problemas de enxeñaría. |
| A6 | Formación amplia que posibilite a comprensión do impacto das solucións de enxeñaría nos contextos económico, medioambiental, social e global. |
| A7 | Capacidade para deseño, redacción e dirección de proxectos, en todas as súas diversidades e fases. |
| A8 | Capacidade de usar as técnicas, habilidades e ferramentas modernas para a práctica da enxeñaría. |
| A9 | Capacidade para efectuar decisións técnicas tendo en conta as súas repercusións ou costes económicos, de contratación, de organización ou xestión de proxectos. |
| B2 | Aplicar un pensamento crítico, lóxico e creativo para cuestionar a realidade, buscar e propoñer solucións innovadoras a nivel formal, funcional e técnico. |
| B3 | Aprender a aprender. Capacidade para comprender e detectar as dinámicas e os mecanismos que estruturan a aparición e a dinámica de novas tendencias. |
| B4 | Traballar de forma colaborativa. Coñecer as dinámicas de grupo e o traballo en equipo. |
| B5 | Resolver problemas de forma efectiva. |
| B6 | Traballar de forma autónoma con iniciativa. |
| B9 | Comunicarse de maneira efectiva nun entorno de traballo. |
| B10 | Capacidade de organización e planificación. |
| B11 | Capacidade de análise e síntese. |
| C3 | Using ICT in working contexts and lifelong learning. |
| C6 | Acquiring skills for healthy lifestyles, and healthy habits and routines. |
| C7 | Developing the ability to work in interdisciplinary or transdisciplinary teams in order to offer proposals that can contribute to a sustainable environmental, economic, political and social development. |
| C8 | Valuing the importance of research, innovation and technological development for the socioeconomic and cultural progress of society. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| REPRESENTATION SYSTEMS: Understanding and knowledge representation systems and procedures relating to graphic ideation and visual expression in the different phases of design. | A4 A6 A7 A8 |
B2 B5 B6 B9 B10 B11 |
C3 C6 C7 |
| ANALYSIS OF FORMS: understanding and knowledge of the laws of perspective, the theory of shadows and tonal assessment and ability to perform phenomenological and analytical study of the forms | A1 A4 A5 A7 A8 |
B2 B3 B5 B6 B9 B10 B11 |
C6 |
| COLOR THEORY: Understanding and knowledge of the different color theories and their application to industrial design. | A1 A7 A8 |
B3 B5 B6 B9 B10 |
C6 |
| GRAPHIC IDEATION: ability to conceive and represent the figure, the color, texture and brightness of objects and master proportion and techniques of freehand drawing and sketching as well as the presentation and finishing. | A1 A2 A3 A4 A7 A8 A9 |
B2 B3 B4 B5 B6 B9 B10 B11 |
C3 C7 C8 |
| Contents |
| Topic | Sub-topic |
| 01. DRAWING AS LANGUAGE | 1.1. Introduction to drawing. 1.2. Drawing as language. 1.3. Representation levels. |
| 02. REPRESENTATION SYSTEMS AND ITS APPLICATION TO DESIGN | 2.1. Projection and section: invariants and features. 2.2. Representation systems. 2.3. Classification systems and application to industrial design. |
| 03. LINEAR PERSPECTIVE | 3.1. Concepts of linear perspective. 3.2. Representation of point, line and plane. 3.3. Central and oblique perspective with visual rays. |
| 04. FREEHAND DRAWING AND SKETCHING | 4.1. Concepts of freehand drawing. 4.2. Notions of lace and proportion. 4.3. Sketching techniques. Drawing from life. |
| 05. ANALYSIS OF FORMS AND VOLUMES | 5.1. Mass and volume. 5.2. Study of the elementary volume. 5.3. Study of complex shapes. Related volumes. |
| 06. SHADOWS ON THE GRAPHIC REPRESENTATION | 6.1. Shades of points and lines. 6.2. Own and thrown shadow. 6.3. Dimensional composition. |
| 07. GRADUATION AND TONAL ASSESSMENT | 7.1. General. 7.2. Graduation apparent clarity and tonal rating. 7.3. Isophotes lines. Points lines and bright. |
| 08. THEORY OF COLOR AND CLASSIFICATION SYSTEM | 8.1. Color Theory. 8.2. Color interaction. 8.3. Color Psychology applied to design. |
| 09. DRAWING AS A TOOL | 9.1 Art and graphical representation. 9.2 Development of graphic idea. 9.3 The final design presentation. |
| 10. COMPOSITION AND CONTEXT | 10.1 Composition and support. 10.2 Incorporation of the human figure. 10.3 Adding text. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Introductory activities | A6 B2 B3 B6 B9 C3 C6 C7 | 2 | 0 | 2 |
| Guest lecture / keynote speech | A4 A6 A7 A8 B2 B5 B6 B9 B10 B11 C3 C6 C7 | 12 | 0 | 12 |
| Workshop | A1 A2 A4 A5 A7 A8 B2 B3 B4 B5 B6 B10 C3 C7 C8 | 21 | 60.9 | 81.9 |
| Supervised projects | A1 A2 A3 A4 A9 B2 B3 B4 B5 B6 B10 B11 C3 C7 C8 | 3 | 47.1 | 50.1 |
| Objective test | A4 A7 A8 B2 B5 B6 B9 B10 B11 | 2 | 0 | 2 |
| Personalized attention | 2 | 0 | 2 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Introductory activities | These activities are carried out before starting the process of teaching and learning in order to learn the skills, reasons and interests of the students for the achievement of the objectives related to the subject. It seeks to obtain relevant information to articulate teaching to promote effective and meaningful learning, stemming from the prior knowledge of students. |
| Guest lecture / keynote speech | In the keynote sessions are exposed the theoretical content of the course and the fundamental practical developments basing on use of the word and leaning mainly on image, digital presentations and drawings on the board, as the main routes of transmission of information. |
| Workshop | The weekly workshops are intended to put into practice the knowledge acquired, through a series of exercises given by the teacher and his ongoing support and supervision during class time. |
| Supervised projects | The supervised projects is a methodology designed to promote independent learning of students outside the classroom, under the guidance of the teacher. Throughout the semester a set of generic statements will be proposed to the student, to develop on their own and submit at the end of the course. Weekly tutorial schedule will voluntarily monitor these works. |
| Objective test | Used as a single test for the final evaluation of learning, allowing assess the capacity and skills acquired throughout the course. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Objective test | A4 A7 A8 B2 B5 B6 B9 B10 B11 | The objective test serves to evaluate the final maturation of the student at the end of the course. | 50 |
| Workshop | A1 A2 A4 A5 A7 A8 B2 B3 B4 B5 B6 B10 C3 C7 C8 | Assessment practices and work in the classroom and/or completed outside. This work should give an idea of the maturity of the student in the course. It is necessary to perform in a timely manner the proposed work to be evaluated. These works will not be returned to the student. | 25 |
| Supervised projects | A1 A2 A3 A4 A9 B2 B3 B4 B5 B6 B10 B11 C3 C7 C8 | It is a fundamental part of the assessment with the work done in the workshop. Its development with the minimum quality required is essential for consideration. These works will not be returned to the student. | 25 |
| Assessment comments | |||
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Presentiality (attendance) is essential for both the experimental practices and workshop activities to lectures. Less than 80% attendance may jeopardize the positive assessment in the subject. If the subject is not overcome at the first opportunity, the student must provide new supervised projects to qualify for the second one. |
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| Sources of information |
| Basic |
MARTIN, J. (1994). Aprender a abocetar. Barcelona: Naturart
EDWARDS, B. (2000). Aprender a dibujar con el lado derecho del cerebro. Barcelona: Blume
FERRER, R. (2014). Dibujo para diseñadores de muebles. Barcelona: Parramón
HENRY, K. (2012). Dibujo para diseñadores de producto. Barcelona: Promopress
JULIÁN, F.; ALBARRACÍN, J. (2005). Dibujo para diseñadores industriales. Barcelona: Parramón
CABEZAS, L. (2011). Dibujo y construcción de la realidad. Madrid: Cátedra
CHING, F. D.K. (1990). Drawing, a creative process. Nueva York: Wiley
LAMBERT, S. (1996). El dibujo técnica y utilidad. Barcelona: Blume
BÄRTCSHI, W. A. (1980). El estudio de las sombras en perspectiva. Barcelona: Gustavo Gili
KÜPPERS, H. (1995). Fundamentos de la teoría de los colores. Barcelona: Gustavo Gili
ALBERS, J. (1979). La interacción del color. Madrid: Alianza
PORTER, T.; GOODMAN, S. (1990). Manual de técnicas gráficas para arquitectos, diseñadores gráficos y artistas. Barcelona: Gustavo Gili
LAWSON, P. J. (1980). Perspectiva para dibujantes. Barcelona: Gustavo Gili
MAIER, M. (1982). Procesos elementales de proyectación y configuración. Barcelona: Gustavo Gili
HANKS, K.; BELLISTON, L. (1990). Rapid Viz. A new method for the rapid visualization of ideas. Ontario: Crisp Learning
DE GRANDIS, L. (1985). Teoría y uso del color. Madrid: Cátedra
NICOLAIDES, K. (1990). The natural way to draw. Boston: Mariner Books
WRIGHT, L. (1985). Tratado de perspectiva. Barcelona: Stylos |
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| Complementary | |
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| Recommendations | ||
| Subjects that it is recommended to have taken before | ||
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| Subjects that are recommended to be taken simultaneously | |
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| Subjects that continue the syllabus | |
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| Other comments | |
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Students participating in mobility programs both outgoing and incoming will adapt to the same standards as other students. |