TUTORIALS & HOW-TO GUIDES
MIND / BODY / SPIRIT SUPPORT
Below: Use Cool Greys in Contrast with Warm Greys together to suggest different metals, such as titanium (warm) vs aluminum (cool), or stainless steel (cool) vs cromoly steel (warm).
The steel-like rounded
edged cube with randomized
illuminated LED light track was
improvised over top of some other
sketching. The old lines coming through
the marker work gives it texture and character. Don't work too hard at making every marker stroke "perfect". Visual texture adds character.
On this Nova front end study, the raw steel look was achieved using warm grey markers. Flaws and dents were also added to keep it looking raw. The polished bumper (below) was developed first, then dulled
down, giving the client a range of luster
values to choose from.
Brushed stainless steel or aluminum will have some of the mirror reflection logic, but dulled. I also create more scratchy texture with an ultra-fine pen and dull the contrast down with a white prismacolor pencil.
Stage 1: Empathize—Research Your Users' Needs
The first stage of the design thinking process allows you to gain an empathetic understanding of the problem you’re trying to solve, typically through user research. Empathy is crucial to a human-centered design process like design thinking because it allows you to set aside your own assumptions about the world and gain real insight into users and their needs.
Stage 2: Define—State Your Users' Needs and Problems
In the Define stage, you accumulate the information you created and gathered during the Empathize stage. You analyze your observations and synthesize them to define the core problems you and your team have identified so far. You should always seek to define the problem statement in a human-centered manner as you do this.
Stage 3: Ideate—Challenge Assumptions and Create Ideas
Designers are ready to generate ideas as they reach the third stage of design thinking. The solid background of knowledge from the first two phases means you can start to “think outside the box”, look for alternative ways to view the problem and identify innovative solutions to the problem statement you’ve created.
Stage 4: Prototype—Start to Create Solutions
This is an experimental phase, and the aim is to identify the best possible solution for each of the problems identified during the first three stages. Design teams will produce a number of inexpensive, scaled-down versions of the product (or specific features found within the product) to investigate the problem solutions generated in the previous stage.
Stage 5: Test—Try Your Solutions Out
Designers or evaluators rigorously test the complete product using the best solutions identified in the Prototype phase. This is the final phase of the model but, in an iterative process such as design thinking, the results generated are often used to redefine one or more further problems. Designers can then choose to return to previous stages in the process to make further iterations, alterations and refinements to rule out alternative solutions.
Stage 6: Repeat
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Equity & Diversity reviews and investigates allegations of Discrimination, Harassment, and Retaliation as it relates to protected status* as well as Sexual Misconduct, Sexual Harassment, Dating/Domestic Violence, and Stalking at CSULB.
Sex Discrimination, Sexual Harassment, Sexual Misconduct, Dating and Domestic Violence, and Stalking
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The ASI Beach Pantry operates as the official food pantry for Long Beach State students. The pantry provides non-perishable food items for students in need.
Counseling and Psychological Services (CAPS) helps students meet the personal challenges associated with identifying and accomplishing academic, career, and life goals.
This rendering by a student of brushed stainless steel mirror. Andreas Yanikian. See the whole rendering on this page.
* Estimate only. See instructor and calendar for specific due dates. Summer Session schedule is more compressed with one week equal to approximately two and half semester weeks.
©2019 Michael LaForte / Studio LaForte, All Rights Reserved. This site and all work shown here is purely for educational purposes only. Where ever possible student work has been used or original works by Michael LaForte.
Works by professionals found online or in publication are used as instructional aids in student understanding and growth and is credited.