| 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. |
| 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. |
| |
Program Outcomes |
Level of Contribution |
| 1) |
Being able to write creatively, imagine, and produce original and inspired fictional scenarios, places, and universes. Being able to produce 2D and 3D visual designs and impressive auditory compositions. Being able to plan all these artistic practices around certain goals and with a focus on design. Being able to design the videogame design process itself. |
3 |
| 2) |
Being able to think and produce creative content based on mathematical data. Being able to parametrically design. Being able to quantify art and design practices, such as creative writing, graphical, illustrative, spatial, and character design. Being able to ideate qualitatively and subjectively through quantitative and objective approaches. |
2 |
| 3) |
Being able to work on projects by incorporating various fields of expertise and the content that originates from these fields. Being able to work as part of a team while embracing different ideas and skills. Being able to produce comprehensive and total videogame concepts. Being able to edit, exhibit, present, and defend works in portfolio and presentation formats. |
1 |
| 4) |
Achieving critical thinking literacy on videogame history and theory. Being able to think through and produce academic texts about the philosophical, anthropological, political, and social manifestations of games. Being vigilant about the contemporary problematics of videogame epistemology. Displaying professionalism in accepting criticism. |
3 |
| 5) |
Being informed about the historical accumulation and contemporary productions of the videogame culture and other cultural playgrounds from which videogame culture draws. Being able to tackle, process, and position both aesthetic and technical production and thinking methods as cultural activities. |
2 |
| 6) |
Being knowledgeable about the past, aware of the present, and foresighted about the future potentials of the social and economic realities of videogames. Being able to handle professional relations, create correspondence, and manage production plans. Being a generalist, while also specializing in one or more areas of expertise. |
2 |
| 7) |
Being able to research, filter data, and synthesize both within and outside videogame epistemology at every stage of production. Being able to conduct interdisciplinary research. Being able to create original ideas by remixing content from various sources. Learning to learn. |
3 |
| 8) |
Understanding, learning, and using professional content authoring tools and technologies. Being able to design workflows in service of various production requirements. Being able to use technologies within the workflow besides the usual and intended purposes, and researching, discovering, and putting to use technologies for new purposes. |
1 |