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NEW CRAFT>sackettdoodles@ on glass>wine bottle
Candle stick holders
Single Flower Vase
Punch or Party Potion Gift Bottle
permanent transparent glass paints; fired in professional grade oven for heat/temp control.
River Slea, Sleaford. The Hub (The National Centre for Craft & Design) is an arts centre, which holds England's largest exhibition space for craft and design. It comprises a shop, café, bar, galleries, dance studio, and design workshops. Built as a seed warehouse, it was converted and extended in 2003, and refurbished in 2021.
Sleaford, Lincolnshire, East Midlands, England - The Hub, Navigation Wharf, Carre Street
November 2021
The S4 Craft & Design class are now using this site as their primary source of teacher/peer review and feedback. Observations on work in progress will be made by Mr. Jennings on a regular basis. Comments from the class will be encouraged and moderated by Mr. J. Comments and tags will be altered over time to better reflect the content. Given the massive quantity of paperwork generated by classes in the department this would appear to be the most efficient feedback mechanism.
Cobertura das duas feiras de artesanato, design e semi-industrial de São Paulo. Edição fevereiro/2012.
Visite o blog do Elo7 para a postagem completa! blog.elo7.com.br
AgendaTxt: agosto 2012
30 . C . SP: A vida secreta dos objetos c/ Lucia Santaella. até 3.8
30 . D . SP: lançamento da Revista Gráfica 77/78 na Pintar
31 . D . ARG: Encuentro Latinoamericano de Diseño en Palermo 2012. até 3.8
31 . D . NET: Censo ADG 2012. último dia
31 . T . EUA: TypeCon: Mke Shift. até 5.8
01 . C . SE: Fórum Int. de Criatividade e Inovação
02 . A . SP: abre expo Caravaggio e seus seguidores. até 30.9
02 . T . RJ: debate Qual é o seu tipo? no CCD
03 . G . NET: artigos p/ o SB Games 2012. último dia
03 . I . SP: Bistecão Ilustrado
04 . C . SP: evento The Creators Project. até 5.8
04 . D . PR: curso Design de interfaces p/ dispositivos móveis. até 5.8
04 . T . PR: curso Lettering de A a Z c/ Eduilson Coan
04 . T . SP: curso Kalligráphos: gótica textura pt.1 c/ Cláudio Gil
06 . D . SP: curso Design Filosófico c/ Alvaro Guilermo. 8 segundas
06 . T . PE: curso Tipografia de guerrilha c/ Carlós Amorim. até 13.8
07 . I . CE: curso Desenhando Ilustrando. 3 meses
07 . V . PR: curso Introdução à animação Stop Motion. até 6.9
09 . B . SP: inscrições p/ Pós em Design Estratégico de Marcas. último dia
09 . L . SP: 22ª Bienal Int. do Livro de São Paulo. até 19.8
09 . P . SP: abre expo Colheres de Bambu de Alvaro Abreu. até 16.9
10 . V . SP: mostra Irmãos Coen no CineSESC. até 23.8
11 . P . SP: oficina Colheres de Bambu c/ Alvaro Abreu
14 . B . SP: pós Design estratégico de marcas c/ Cecília Consolo
14 . T . SP: abertura da Bienal Tipos Latinos no Senac Lapa Scipião
16 . T . EUA: conferência da American Typecasting Fellowship. até 20.8
18 . B . RJ: curso de Branding c/ Beto Lima. 6 sábados
18 . D . SP: Cut&Paste São Paulo
18 . T . RJ: curso Prototype c/ Érico Lebedenco. até 25.8
19 . A . SP: 13º FILE. último dia
19 . C . FRA: 60º Encontro Int. de Lure – cultura gráfica. até 25.8
19 . L . SP: 22ª Bienal Int. do Livro de São Paulo. último dia
19 . Q . FRA: expo Crumb: do underground à gênesis. último dia
20 . T . SC: Encontro ADG Joinville sobre tipografia c/ Tony de Marco
22 . D . SP: BoomSPDesign 2012. até 24.8
22 . P . NET: inscrições p/ o 26º Prêmio Design Museu da Casa Brasileira. último dia
22 . T . SP: Ciclo Mandacaru de Caligrafia. até 26.8
23 . D . SP: Design Weekend. até 26.8
23 . D . SP: 21ª Craft Design. até 26.8
25 . D . DF: oficina Silk na Tora. até 26.8
25 . T . RS: curso Letra Libre: Brush Script c/ Caetano Calomino. até 26.8
25 . T . SP: ciclo de palestras Tipos Latinos 2012 no Senac Scipião
25 . T . SP: curso TipoCali c/ Thiago Reginato. até 26.8
27 . T . SP: curso Extrabold c/ Fabio Haag. até 4.9
30 . C . DF: curso O Processo Criativo II c/ Charles Watson. até 2.9
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S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.
S2 pupils really take to this task. They are introduced to the notion that designers must attend to the requirements of their target users. They collect images from magazines that consider areas such as: leisure, sport, holidays, entertainment, interior design, hobbies/recreation, architecture, gadgets and so on.
In no time they produce amazing imge boards that will then inform the initial ideas that follow.
Next the must relate, in written terms, how their chosen images convey the lifestyle of the target user they are trying to capture. Post-it notes come in handy at this point any a variety of colours helps with the coding system we promote.
The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!
The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!
S4 Craft & Design pupils are generating ideas.
With the prelim now complete pupils are turning initial ideas into concept models. Some pupils may have difficulty knowing where to begin with this part of the process. Some have generated so many good ideas they have to choose just a few and get started on the modelling process. Their final choice should be made for the Christmas holidays.
Photo - Seán Antóin Ó Muirí
Murlán Cnoic Uí Gogáin - Bespoke Bronze Door Handle
Fuinneamh Workshop Architects
Sculptor - Helle Helsner
Design – 2014
Fabrication – 2014
Murlán Cnoic Uí Gogáin was designed in collaboration with the Danish Sculptor Helle Helsner. The door handle is narrow at the base to take a child’s hand and widens to the top for an adult’s hand. The curve to the rear of the handle mimics the shape of a cupped hand, while the flat front follows the line of the user’s thumb. The handle has been polished for softness of touch, yet the indents on the surface are reminders of the casting process. The casting was carried out using the traditional bronze casting technique of employing sand and horse dung to form the mold before pouring the molten liquid. Through use, the memory of the form becomes familiar to the hand and after contact, the scent of the bronze lingers on the palm of the user’s hand.
Dearadh Murlán Cnoic Uí Gogáin i gcomhoibriú leis an dealbhóir Danmhargach Helle Helsner. Tá an murlán dorais cúing ag an mbun chun fad láimhe is ísle an pháiste a thógáil agus éiríonn sé níos leithne de réir mar a théann sé chuig an barr do lámh duine fásta. Déanann an cuar ag an cúl aithris ar chruth láimhe atá i bhfoirm cupáin, fhad is a leanann an taobh chun tosaigh ata mian líne ordóige an duine. Ta murlán an dorais tar éís a bheith snasta do mhíne mothú, ach ag an ám céanna cuireann na heanganna ar an ndromchla an phroiséis bruththeilgean i gcuimhne dúinn. Rinneadh an bruththeilgean ag baint úsáid as slí bhruththeigin cré-úmha traidisiúnta a bhaineann úsáid as gaineamh agus cac capaill leis an múnla a chruthú sular scairdear an leacht leáite. Tríd úsáíd, téann an lámh i dtaithi ar cuimhneacháin an fhoirm ,agus tar éis teagmháil a dhéanamh, bíonn boladh an chré-úmha ag leadrán ar bhos an duine.
Murlán Cnoic Uí Gogáin fue diseñado en colaboración con la escultora danesa Helle Helsner. El picaporte de la puerta es estrecho en la base para albergar una mano de un niño y se ensancha en la parte de arriba para una mano adulta. La curva de la parte posterior del picaporte imita la forma de una mano ahuecada, mientras que la parte delantera es plana siguiendo la línea del pulgar del usuario. El manillar ha sido pulido para la suavidad del tacto, sin embargo las hendiduras en la superficie son recordatorios del proceso de fundición. La fundición se llevó a cabo usando la técnica de fundición de bronce tradicional de emplear arena y estiércol de caballo para formar el molde antes de verter el líquido fundido. A través del uso, la memoria de la forma se vuelve familiar con la mano y después del contacto, el olor del bronce permanece en la palma de la mano del usuario.
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.
The first project S3 Craft & Design pupils undertake is a major design project to devise storage unit made up from common box joints. Examples of their efforts are shown here. They are a great year group and their solutions demonstrate their diversity, work etic and desire for quality finished folio and practical outcomes. It has been a real pleasure working with them this year. I look forward to seeing what their S4 projects will look like if their S3 work is anything to go on!
As part of the required course knowledge pupils need to be able to outline the process involved in taking a square wooden blank and preparing it for turning between centres. These pictures depict that process chronologically.
Stage 1 * Preparation of wooden blank. Cut to size. Sand square. Mark across diagonals. Centre punch the centre point. Use spring dividers to mark circumference. Repeat on other end.
Stage 2 * Plane off corners down to circumference line. This takes cross section from square to octagon. This reduces force on cutting toll in initial prep of blank. Mount between fork [driven] centre and dead [or live ] centre at tailstock end. Apply grease a dead centre end. apply force from tailstock end to force fork into material at driven end. Adjust toolstock height to suit. Check for clearance.
Stage 3 * Roughout using scraper to diameter. Use combination of gouges and skew chisels to add beads and other decorative detailing as required. Ensure spindle speed is appropriate for material and cross section under consideration. Obey all safety instructions.