| Architecture (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | DGD017 | ||||
| Course Name: | Toy Product Design | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Öğr. Gör. SAKIP EFE ERDOĞAN | ||||
| Course Lecturer(s): | Öğr. Gör. S.Efe Erdoğan | ||||
| Course Assistants: |
| Course Objectives: | The designed toys must be thought of as real products, therefore some assets will be important on the course of this study, such as size, packaging, buyer profile, originality of your theme, visual design, and play value. There will be many angles of approach to this subject, so feel free to explore different type of toys, including architectural, designer, educational toys, and others. Also, think of your toy in terms of production and proceed carefully not to over-design or overshoot your goals in the end-product. A more simplified approach is strongly advised. |
| Course Content: | Toy Product Design is a course exploring the sub-culture of toys in commercials, arts & design, recent and far history; their impacts on popular culture media such as films, cartoons, and video games. By exploring these elements students will design a toy that is original within its own world, theme, and mood. |
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The students who have succeeded in this course;
1) Konseptler ve maketler tasarlayarak oyuncak tasarımı ve üretiminin temel ilkelerini öğrenmek. 2) Oyuncakların oyun değeri ve sürükleyiciliğin önemi için bir tasarım düşüncesi yapısı oluşturulması. 3) Kültürel ve tarihsel önemi ile görsel tasarım ve oyuncak ürünleri ile bağlantı yaratılması. |
| Week | Subject | Related Preparation |
| 1) | Introduction, meeting with students. A basic introduction to Toy Product Design. | Prepare for the class. |
| 2) | Toy basics: A brief history and discussion on example toys. | Prepare for the class. |
| 3) | A brief history of the Teddy Bear: Plush toys, dolls, and action figures. G.I. Joe and Barbie. | Prepare for the class. |
| 4) | Concept of Toy Design: Play value and similarities to the concept of immersion in digital game design practices. | Prepare for the class. |
| 5) | Japanese Toys and Dolls: Robot culture and its impact on contemporary toy design. | Prepare for the class. |
| 6) | Tin Toys (Robots, Vehicles etc), Block Toys (Early Block Toys), Lego, and other modular play systems. | Prepare for the class. |
| 7) | Concept work for a toy product idea: Use the provided template and design an early concept work for a toy prototype. | Prepare for the mid-terms. Bring supplies for the cardboard workshop: Cutting tools, tapes, glue, rulers, etc. |
| 8) | Mid-term: Cardboard workshop. | Design and build a prototype in the workshop. |
| 9) | Toys from the 1980s and 1990s: He-Man and Transformers. History of Takara Tomy and Hasbro. | Prepare for the presentation for Toy Design Prototype. |
| 10) | Student presentations for the final Toy Design Prototype. | Prepare for the presentation for Toy Design Prototype. |
| 11) | Student presentations for the final Toy Design Prototype. | Prepare for the presentation for Toy Design Prototype. |
| 12) | Student presentations for the final Toy Design Prototype. | Prepare for the presentation for Toy Design Prototype. |
| 13) | Student presentations for the final Toy Design Prototype. | Prepare for the presentation for Toy Design Prototype. |
| 14) | Student presentations for the final Toy Design Prototype. | Prepare for the final presentation. |
| 15) |
| Course Notes / Textbooks: | The course has no book. The students will follow theoretical presentations in class. These presentations will be shared freely with students. |
| References: | Kids' Stuff: Toys and the Changing World of American Childhood, Cross, G., Harvard University Press, 1999. The History of Toy Soldiers, Toiati, L., Pen and Sword Military, 2019. Toy Time!: From Hula Hoops to He-Man to Hungry Hungry Hippos: A Look Back at the Most-Beloved Toys of Decades Past, Byrne, C., Three Rivers Press, 2013. Timeless Toys: Classic Toys and the Playmakers Who Created Them, Walsh, T., Andrews McMeel Publishing, 2005. |
| Course Learning Outcomes | 1 |
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3 |
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| Program Outcomes | |||||||||||||||
| 1) She/he gains knowledge of and develops values on technical, aesthetic, cultural, historical, social and ethical dimensions of architecture with a scientific and critical approach. | |||||||||||||||
| 2) She/he integrates architectural practice with environmental, economic and social sustainability principles. | |||||||||||||||
| 3) She/he has the knowledge and ability to provide and implement interactions between urban planning, urban design and architectural projects. | |||||||||||||||
| 4) Gains the ability to identify architectural potentials and problems based on data collection, analysis, interpretation and critical thinking, in order to cultivate concepts and determine strategies for action. | |||||||||||||||
| 5) She/he is able to interrelate theory, design and construction practices. | |||||||||||||||
| 6) She/he will be able to produce architectural design, presentation, implementation, management and supervision stages both independently and collectively for different contexts and scales and through a responsive approach to social, functional, technical and aesthetic requirements. | |||||||||||||||
| 7) In addition to traditional methods, she/he interactively uses the emerging information technologies required by the field. | |||||||||||||||
| 8) To analyze and document the historical and conservation characteristics of the built environment; taking into account of the balance between protection and use, she/he has the ability and necessary knowledge in renovation and restoration issues. | |||||||||||||||
| 9) She / he gains the ability to cooperate with different disciplines on the conception and design of the built environment, as an individual and/or as a team member. | |||||||||||||||
| 10) Has knowledge on and comprehension of professional ethics and codes of conduct, legal and managerial regulations, standards, rights and responsibilities and processes in the field of architecture. | |||||||||||||||
| 11) Can produce design, know-how and knowledge for the improvement of different and changing social needs, and for the enhancement of life quality. | |||||||||||||||
| 12) She/he has the knowledge and responsibility to design solidly built structures and takes into account of the risks of natural disaster. | |||||||||||||||
| 13) She/he monitors new developments in architectural theory and practice and is open to lifelong learning. | |||||||||||||||
| 14) She/he takes responsibility for the improvement of social consciousness in the field of architecture, and for the endorsement and defense of ecological and urban rights. | |||||||||||||||
| 15) Has architectural communication skills in a foreign language. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | She/he gains knowledge of and develops values on technical, aesthetic, cultural, historical, social and ethical dimensions of architecture with a scientific and critical approach. | 2 |
| 2) | She/he integrates architectural practice with environmental, economic and social sustainability principles. | |
| 3) | She/he has the knowledge and ability to provide and implement interactions between urban planning, urban design and architectural projects. | 1 |
| 4) | Gains the ability to identify architectural potentials and problems based on data collection, analysis, interpretation and critical thinking, in order to cultivate concepts and determine strategies for action. | |
| 5) | She/he is able to interrelate theory, design and construction practices. | 1 |
| 6) | She/he will be able to produce architectural design, presentation, implementation, management and supervision stages both independently and collectively for different contexts and scales and through a responsive approach to social, functional, technical and aesthetic requirements. | 2 |
| 7) | In addition to traditional methods, she/he interactively uses the emerging information technologies required by the field. | 3 |
| 8) | To analyze and document the historical and conservation characteristics of the built environment; taking into account of the balance between protection and use, she/he has the ability and necessary knowledge in renovation and restoration issues. | 1 |
| 9) | She / he gains the ability to cooperate with different disciplines on the conception and design of the built environment, as an individual and/or as a team member. | 2 |
| 10) | Has knowledge on and comprehension of professional ethics and codes of conduct, legal and managerial regulations, standards, rights and responsibilities and processes in the field of architecture. | 2 |
| 11) | Can produce design, know-how and knowledge for the improvement of different and changing social needs, and for the enhancement of life quality. | 1 |
| 12) | She/he has the knowledge and responsibility to design solidly built structures and takes into account of the risks of natural disaster. | 1 |
| 13) | She/he monitors new developments in architectural theory and practice and is open to lifelong learning. | 3 |
| 14) | She/he takes responsibility for the improvement of social consciousness in the field of architecture, and for the endorsement and defense of ecological and urban rights. | 2 |
| 15) | Has architectural communication skills in a foreign language. | 2 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 12 | 36 |
| Laboratory | 6 | 18 |
| Presentations / Seminar | 6 | 29 |
| Final | 2 | 15 |
| Total Workload | 98 | |