Entrance exam Informationall students have to take an entrance exam You will need Matura(A), Abitur (D), A-level (UK) or equivalent both German and English is spoken hand in of portfolio (25. – 26. Feb 2019 from 10:00 to 14:00) 1010 Vienna, Vordere Zollamtsstraße 3, Mezzanine (Zwischengeschoss), iD2 office exam in the studio from 27.Feb – 1. Mar 2019 (10:00 to 18:00)
Your portfolio should represent yourself, your talents and the way you think and work. Make a design-specific portfolio that shows the concepts of your projects (maybe you do not have the skills yet to deliver a perfect project but a short text can illustrate the ideas behind it). Less is more: focus on the design-essentials and only show work you are really proud of. Do not exceed A3 format and please attach three dimensional objects only as photographs – do not bring originals. When delivering your work in digital media, please attach a handout.
PROCESS OF ENTRANCE EXAM
Interview with a prospective student. (Oct 2011)
Knowing your work, I am interested to know more about how you plan to lead the department. Here are my questions: How important is the role of the computer in the field of industrial design for you, besides being a tool? Obviously computer systems have a huge impact on how our societies operate, it is hard to get away from them. But if you are interested in getting involved with computers in more depth this is up to you, If you don’t want to engage with them at all equally you can do this too. I have a love/hate relationship with computers, the systems that manifest from them drive me insane, and very rarely are they actually designed with people in mind, but equally I am totally seduced and inspired by the amazing things they can achieve, and they can open up the most poetic and imaginative mis-uses… they tell us a lot about who we are. However, all investigations in id2 have some kind of technological focus, but these technologies can be extremely broad, from machine intelligence and digital systems to biodiversity, ecology and evolutionary science. Although technologically inspired, design projects are always situated within everyday life. Is a conceptual approach something that you look for in your students? I will be looking for a rich field of diverse approaches and skill sets. The more diverse the richer the educational experience. There is not just one way to be a designer, The design process is something that can contribute to many different practises. So at one end of the scale I see young designers taking an entrepreneurial approach and finding new kinds of clients who may never have worked with designers previously. but also we will challenge and attempt to broaden the outlook of deeply engrained design practises. The next generation of students will shape the future, what will that future look like? what will the values be? This is something that you and your classmates will have to figure out. I discovered that I very much enjoy working “hands-on” on my projects, meaning that the term “industrial” is of course always to be considered if it is a product for a wide audience, but handcraft is an interesting aspect for me. How do you see this? in id2 we really are going to try and understand all the different ways in which we can imagine, communicate and design the ‘object’ from the very hands-on to very complex industrial processes, to the very imaginative and abstract. All the projects however ‘imaginative’ and conceptual will sit within ‘real’ contexts, this is what makes then powerful. ( see the Lecture Series ‘Real Fiction’, (posts 53,54,55,56 ) which discusses, making, thinking and the role of the imagination in design) Is there any specific direction you want your students to work in? The course will introduce different ways of thinking, different methodologies, and we will discuss continuously appropriateness and context. But ultimately it will be up to you what kind of designer you want to be. and what context you want to operate within. What qualities do you look for in a student? Ha!… love this question!… open minded and brave, not frightened of trying new things and perhaps failing a few times and then tenacity (but not stubbornness,)… seeing things all the way through right into the detail…testing out an idea from many angles. but also have a broad outlook and be curious…to be in touch with what is going on in the wider world… beyond the world of design. but I think the most difficult thing of all is to balance seriousness with playfulness, imagination with tough concrete rigour, too dry, too serious, too worthy and no-one is engaged in it, too fanciful, to indulgent and no-one believes you, no-one takes you seriously… but this is something that will take a long time to judge. It is a key strategic skill to learn… but the educational environment is about exploring all these things.. We live in a media constructed world that everything is played out within, it adds an extra layer of complexity to most activities that people are engaged with, it adds an extra dimension to how we might design. Will the classes be assignment based? Yes , we will alternate, one semester will be experimental, 3 short mini projects, lots of tests and experiments with a theme and then the next semester focusing on one idea in depth to create a finished and detailed layered piece of work. We take an experimental and iterative approach, exploring a diversity of prototyping techniques — prototypes to tell complex stories; prototypes to find something out; prototypes to convince; prototypes to help people imagine the unimaginable. Research, thinking and making will happen concurrently. Collectively, the discussion will focus on appropriate prototyping while exploring different aesthetic expressions, and the development of new design languages. Invention, intrigue, engagement will be our guides. I hope that answers some of your questions.