Courses Taught at NID-GN

By Amresh from Year 2010 to till Date

Subject Social innovation

Approach: System Design

The course identified as part of curriculum: Design Project lll

Social innovation with system Design approach: Design Project lll

This course helps the students to establish a relationship between design and current issue with a socio cultural complexity(social concern). Focus of the project will sensitise the student to Care for and encourage the positive development in system level and evaluate their own design solution and its impact.

Video Created under the guidance of Amresh - Capturing the essence of Course Teaching Methodology

What are the themes Amresh used to experiment with students?

LAD Batch 2010 - As a Co-Teacher, understanding the teaching methodology
LAD Batch 2011 - As a Co-Teacher, understanding the teaching methodology
LAD Batch 2012 - As a Co-Teacher, understanding the teaching methodology
LAD Batch 2013 - As a Co-Teacher, understanding the teaching methodology
LAD Batch 2014 - As a Co-Teacher, understanding the teaching methodology
LAD Batch 2015 - As a Co-Teacher, understanding the teaching methodology
LAD Batch 2016 - Design for Collaborative Urban Culture - Design-led Service Entrepreneurship Innovation -As lead Faculty
LAD Batch 2017 - Design for equality - Design-led entrepreneurship innovation brings equality - As lead Faculty
LAD Batch 2018 - Beyond Matter - Design-led Service innovation for Craft sector - As lead Faculty
LAD Batch 2019 - Designing Root: Blossoming with Cultural Significance - As lead Faculty
LAD Batch 2022 - The Leather project - Blossoming with Design led intervention - As lead Faculty

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

LAD Batch 2016 - Design for collaborative Urban Culture - A Service entrepreneurship innovation -As lead Faculty
LAD Batch 2017 - Design for equality - A Service entrepreneurship innovation bring equality - As lead Faculty
LAD Batch 2018 - Beyond Matter - Service innovation for Craft sector - As lead Faculty
LAD Batch 2019 - Designing Root: Blossoming with cultural Significance - As lead Faculty
LAD Batch 2022 - The Leather project - Blossoming with Design led intervention - As lead Faculty
Vedio : https://www.youtube.com/watch?v=-aYAOG-vzpM

What are the Teaching add /Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning Design for Social Concern among Students are :

Recognizing positions of a designers and How they can influence the communities they aim to serve
Ethical responsibilities as designers -How they can Balance the creative Solutions Vs social responsibly
Multifaceted nature of social problems. How to characterize the wicked problems and the causal relationship?
How to identify opportunities and increase the effectiveness of design solutions
Appropriate Research methodologies and methods to decide by looking at the nature of the problems?
what are the approach to effectively collaborate with community members and stakeholders to implement the solution?.

Teaching material organized :

Activity Sheet: Yes
Teaching Plans: Yes
1. 1. Concepts/Subtopics with Teaching Strategies Yes
  2. Reference Books: Yes
  3. Resources :Yes
Presentation
1. 1. Workshop on " Characterizing the wicked problem " and How to identify them?
  2. What are the Design Research Methods for Designers its advantage and disadvantage
  3. Case Studies from India in Social Design Analyzing Successful Projects done by non designer, highlighting lessons learned and best practices.
  4. Innovation and Social Entrepreneurship -Exploring the design, innovation, and entrepreneurship in creating social change.

Worksheet :Yes

Case studies :Yes

Audio/Video :Yes

Assessment :Yes

Working on my notes for the given questions:

Discovering the power in design practices and its impact by case study ( good examples and bad examples.)
How design can navigate the challenges ethically (disciplinary perspective).
What are the Ethical considerations that designers must take into account when working on a social issues.
A discussion Emphasizing the importance of context and the need for nuanced solutions
Design Thinking as a Collaborative Process Focusing on co-creation with communities
Sustainable Design Practices social design projects, ensuring long-term impact
Inclusive Design - design for diverse populations, including marginalized and underserved communities.
Future Directions in Social Design -Addressing the future of design in addressing social issues

Subject Exploring Materials Structure & Surfaces

Approach: New material Creation and structure

Course identified as part of curriculum : Exploring Materials Structure & Surfaces

Exploring Materials Structure & Surfaces

This course encourages the students to work extensively with an array of hard and soft materials and indulge in their creative exploration to develop interesting structures and surfaces, which may be further extended to product applications.

1st sem PG Lifestyle accessory design,2 weeks unit and UG Foundation NID ahmedabad

What are the themes Amresh used to experiment with students?

UG Foundation NID Ahmedabad Batch 2016 - Bamboo - As Co Faculty
LAD Batch 2017 - New material Creation - Making industrial waste gold - As lead Faculty
LAD Batch 2018 - New material Creation - Making Spiritual waste gold - As Co Faculty
LAD Batch 2019 - New material Creation - Making Agriculture waste gold - As Co Faculty
LAD Batch 2020 - LAD Batch 2021, LAD Batch 2022 ,LAD Batch 2023 - N.A
LAD Batch 2023 - New material Creation - Bio material - As Co Faculty

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

LAD Batch 2017 - New material Creation - Making waste gold - As lead Faculty

What are the Teaching add/Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning "Designerly way of Learning Material" among Students are :

Struggle with the technical sensorial and properties of materials, including how these properties influence design decisions.
Exploratory unconventional methods for manipulating materials
What is the approach to innovate or create new materials
New Material creation How/why/when to implement their knowledge in real-world scenarios.
Understanding current trends in material design and how to forecast future trends. Recognizing the socio-cultural influences on material choices and design aesthetics.

Teaching material organized :

Activity Sheet X

Teaching Plans Yes

1. 1. Concepts/Subtopics with Teaching Strategies
  2. Reference Books:
  3. Resources

Presentation

1. 1. Introduction to Material Properties Covers the technical and emotional aspects of materials (learning in workshop mode)
  2. Emphasizing in building a case study of objects and its interrelation how material property influence design decisions.
  3. Case study of past students work - the culmination of their learning experience

Workshop Plan

1. 1. Techniques of Material Manipulation A -hands-on workshop focusing on various manipulation techniques and an unconventional perspective of looking at it.

Worksheet

Case studies

Audio/Video

Assessment

Working on my notes for the given questions:

Explore sustainable practices and innovative approaches to bio material creation build case study .
Exploring industrial waste and new material creation - Case study of GCRF-EPSRC Project
Analyze socio-cultural factors (Trend research) influencing material design and choice
Create a series of workshop ideas to understand the sensitivity to characterization of materials.

Subject Materials, Methods and Technology

Approach: Designedly way of looking at the fundamentals of materials

The course identified as part of the LAD curriculum: Materials Methods and Technology

Materials and Methods and Technology -fundamentals of materials

This course helps the students to establish an understanding of the properties, behavior, Potential and application of materials while also gaining insights into the tools, processes and technology intrinsically linked to the formation of the materials as well as their translation into structures, surfaces and finally products

What are the themes Amresh used to experiment with students?

LAD Batch 2010 - Leather, Textile, wood, metal - As Anchor Faculty
LAD Batch 2011- Leather, Textile, wood, metal - As Anchor Faculty
LAD Batch 2012 - Leather, Textile, wood, metal - As Anchor Faculty
LAD Batch 2013- Leather, Textile, wood, metal - As Anchor Faculty
LAD Batch 2014 - Leather, Textile, wood, metal - As Anchor Faculty
LAD Batch 2015 - Leather, Textile, wood, metal, Bamboo - As Anchor Faculty
LAD Batch 2016 - Leather, Textile, wood, metal, Bamboo - As Anchor Faculty
LAD Batch 2017 - Leather, Textile, wood, metal, Bamboo - As lead Faculty
LAD Batch 2018 - Leather, Textile, wood, metal, Bamboo - As lead Faculty
LAD Batch 2019 - Leather, Textile, wood, metal, Bamboo - As lead Faculty

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

What are the Teaching add/Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning "Designerly way of Learning Material" among Students are :

Students need help understanding the unique properties of materials and how to characterize them.
How the designer takes advantage of characteristics of materials and their applications in design.
What are the best examples of working in a conventional Vs innovative way? The materials have been utilized as a case study.
How to segregate the worldly knowledge of material manipulation techniques, such as (cutting, joining, and finishing methods.) both conventionally and unconventionally, and simultaneously be creative about it.
Uncertain about the Sustainability implications of using specific materials and the ethical considerations in sourcing and utilizing.
Relevance of technology selection concerning material and intention of quality.
Apply design thinking principles to material selection, technology consideration, user needs, and functionality.

Teaching material organized :

Activity Sheet X

Teaching Plans Yes

Concepts/Subtopics with Teaching Strategies
Reference Books:
Resources

Presentation

Conducting workshops where students can physically engage with materials to understand their properties and processing techniques. An exploratory Methodology guide
Conducting workshops on selecting materials for specific design challenges, fostering peer learning and collaboration to characterize a material and mindful application of it. A Methodology guide and queue cards.

Worksheet

Case studies

Audio/Video

Assessment

Working on my notes for the given questions:

How can we do a reflective practice where learners can document their learning experiences and challenges, promoting a deeper understanding of the materials?
Thematic presentations that align with each material type, focusing on its properties, techniques, and applications. (At present, invited by guest Faculty within the institute)
1. 1. Leather: Introduction to types of leather, tanning processes, and applications in fashion and furniture design.
  2. Textiles: Exploration of fabric types, weaving techniques, and their roles in product design and interior applications.
  3. Metal: Overview of metalworking techniques, properties of different metals, and their uses in industrial design.
  4. Wood: Discuss types of wood, woodworking techniques, and sustainable sourcing practices.
  5. Bamboo: Examination of bamboo as a sustainable material, its properties, and innovative design applications.
  6. Terracotta: Insights into terracotta production methods, historical significance, and contemporary uses in design.

Invite industry professionals to discuss real-world understanding, applications and innovations in industrial material and technology.

Subject Elements of Form

Approach: Designedly way of looking at elements of visual form

The course identified as part of the LAD curriculum: Form Studies l

Form studies l - Fundamentals of form

This course equips the students to perceive, generate, and manipulate shapes and forms in two-dimensional ways.

1st sem PG Lifestyle accessory design,2 weeks unit

What are the themes Amresh used to experiment with students?

LAD Batch 2010 - Elements of form - As Anchor Faculty
LAD Batch 2011- Elements of form - As Anchor Faculty
LAD Batch 2012 - Elements of form - As Anchor Faculty
LAD Batch 2013 - Elements of form - As Anchor Faculty
LAD Batch 2014 - Elements of form -As Anchor Faculty
LAD Batch 2015 - Elements of form - As Anchor Faculty
LAD Batch 2016 - Elements of form - As Anchor Faculty
LAD Batch 2017 - Elements of form - As lead Faculty
LAD Batch 2018 - Elements of form - As lead Faculty
LAD Batch 2019 - Elements of form - As lead Faculty

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

What are the Teaching add/Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning "Designerly way of Learning Form" among Students are :

Many students get confused between Understanding Form vs. Shape
It is challenging to apply theoretical concepts of design elements (such as line, colour, texture, and space) to practical project applications
Students struggle to see how different elements create harmony or contrast within a form.
Iterative form creation processes are essential, as feedback and revisions are critical in refining their work.

Teaching material organized :

Activity Sheet X

Teaching Plans Yes

Concepts/Subtopics with Teaching Strategies
Reference Books:
Resources

Discussion

A workshop that clarifies the distinction between shape and form, elements of form and classification of forms,

Presentation

A session focused on design principles (balance, contrast, emphasis, movement, pattern, rhythm, and unity) and how these can be applied to manipulate elements in various contexts effectively.

Workshop

The workshop involves exercises in sketching shapes and then transforming them into forms, allowing for tactile learning experiences.
Regular peer review sessions where students present their work and receive constructive feedback. This encourages iterative improvement and helps students learn to articulate their design choices.
Group Discussion require students to work together to create a cohesive design, fostering teamwork and the integration of diverse design elements.

Worksheet

Case studies

Audio/Video

Assessment

Working on my notes for the given questions:

Analyzing successful forms in various fields (graphic design, architecture, product design, Garment and Automotive) to demonstrate the practical application of form and design principles.

Subject Form & Emotion

Approach: Designedly way of looking at elements of visual form in generating human Emotions

The course identified as part of curriculum: Form studies ll

Form studies ll - Form and Emotion

This course equips the students with the capability to perceive, generate and manipulate shapes and forms.Students understand the complex attributes of form by understanding second to the third dimension .students also relate the attributes and human emotional connect.

2nd sem PG Lifestyle accessory design,3 weeks unit

Video Created under the guidance of Amresh - Capturing the essence of Course Teaching Methodology .

What are the themes Amresh used to experiment with students?

LAD Batch 2010 - Form studies ll - Form and Emotions - Co Faculty with Sandesh
LAD Batch 2011- Form studies ll - Form and Emotions - Co Faculty with Sandeep Sanghru
LAD Batch 2012 - Form studies ll - Form and Emotions - Co Faculty with Dinesh
LAD Batch 2013 - Form studies ll - Form and Emotions - Co Faculty with Vf
LAD Batch 2014 - Form studies ll - Form and Emotions - Anchor Faculty as Lead Teacher
LAD Batch 2015 - Form studies ll - Form and Emotions - Anchor Faculty as Lead Teacher
LAD Batch 2016 - Form studies ll - Form and Emotions - Anchor Faculty as Lead Teacher
LAD Batch 2017 - Form studies ll - Form and Emotions - Anchor Faculty as Lead Teacher
LAD Batch 2018 - Form studies ll - Form and Emotions - Anchor Faculty as Lead Teacher
LAD Batch 2019 - Form studies ll - Form and Emotions - Anchor Faculty as Lead Teacher
LAD Batch 2020 - Form studies ll - Form and Emotions - Anchor Faculty as Lead Teacher
LAD Batch 2021 - Form studies ll - Form and Emotions - Co Faculty with Vf
LAD Batch 2022 - Form studies ll - Form and Emotions - Co Faculty with Charles Tirky

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

Vedio https://www.youtube.com/watch?v=0r34GC3hg9U

What are the Teaching add/Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning "Designerly way of Learning Form manipulation, Human emotion and correlation are " among Students are :

Difficulty in understanding how abstract visual elements like color, shape, line, etc. can systematically evoke emotions?
Uncertainty about how to intentionally design form to achieve a desired emotional effect
Lack of experience with the iterative process of designing for emotion - experimenting, evaluating, and refining form to optimize the emotional impact

Teaching material organized :

Activity Sheet X

Teaching Plans Yes

Concepts/Subtopics with Teaching Strategies
Reference Books:
Resources

Presentation

1. Overview of the role of emotion in design.Case studies of emotionally evocative designs
2. In-depth exploration of how specific form elements like colour, shape, line, texture, etc., influence emotions. Hands-on activities to experiment with manipulating form elements.Evaluating emotional responses and refining designs.

Worksheet

Case studies

Audio/Video

Assessment

Working on my notes for the given questions:

Frameworks for systematically designing for emotion .Iterative design process - ideation, prototyping, testing, refining.Emotional design case studies and critiques

Subject Form & Culture

Approach: Designedly way of Understanding the "Elements of form" and "Culture" relationship

Course identified as part of curriculum : Form studies lll

Form studies lll - Form and Culture

This course equips the students with the capability to perceive, generate and manipulate shapes and forms. Students develop an understanding about the relationship between forms and their culture, Apply these learning in a meaningful manner and Responsible in creation of form and culture

3rd sem PG Lifestyle accessory design,3 weeks unit

What are the themes Amresh used to experiment with students?

LAD Batch 2010 - Form studies ll - Form and Culture - Co Faculty with Jogi Panghaal
LAD Batch 2011- Form studies ll - Form and Culture - Co Faculty with Jogi Panghaal
LAD Batch 2012 - Form studies ll - Form and Culture - Co Faculty with Jogi Panghaal
LAD Batch 2013 - Form studies ll - Form and Culture - Co Faculty with Dinesh Korjan
LAD Batch 2014 - Form studies ll - Form and Culture - Lead Faculty with Shilpa Das
LAD Batch 2015 - Form studies ll - Form and Culture - Lead Faculty with Shilpa Das
LAD Batch 2016 - Form studies ll - Form and Culture - Lead Faculty with Vf
LAD Batch 2017 - Form studies ll - Form and Culture - Lead Faculty with Vf
LAD Batch 2018 - Form studies ll - Form and Culture - Lead Faculty with Mihir Bhole
LAD Batch 2019 - Form studies ll- Form and Culture - Lead Faculty with Mihir Bhole
LAD Batch 2020 - Form studies ll - Form and Culture - Lead Faculty with Mihir Bhole
LAD Batch 2021 - Form studies ll - Form and Culture - Lead Faculty with Mihir Bhole
LAD Batch 2022 - Form studies ll - Form and Culture - Lead Faculty with Mihir Bhole
LAD Batch 2022 - Form studies ll - Form and Culture - Lead Faculty with Vf Mihir Bhole

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

What teaching additions/presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning "Designerly way of Learning Form manipulation, Human material culture and correlation" among Students are :

struggle to understand ideas such as how cultural contexts influence choices, making of form,
challenging to relate abstract cultural concepts to practical design applications
confusion about the distinction and interplay between the elements of form (such as line, shape, colour) and the elements of culture (such as values, symbols, and norms)
Exploring the relation between form and culture - tangible and intangible form creation practices
Building relationships between design, art, and cultural studies is how these disciplines interact and inform each other in the context of their work.

Teaching material organized :

Activity Sheet X

Teaching Plans Yes

Concepts/Subtopics with Teaching Strategies
Reference Books:
Resources

Presentation

1. How can stories about cultural identity and heritage be formed and told? Students could create projects that reflect their personal or community narratives through form.
2. Work in groups to explore specific cultural forms and themes and how these can inform design elements. This promotes peer learning and helps clarify concepts through discussion.
3. Analyze existing forms that embody cultural elements effectively. This can help students see real-world applications of theoretical concepts.
4. An approach to Maintain journals to document their learning experiences, thoughts, and questions related to form and culture throughout the course.
5. How to create a form by changing an elements in form or culture

Worksheet

Case studies

Audio/Video

Assessment

Working on my notes for the given questions:

Explore how symbols function within different cultures and how they can be incorporated into design elements.
How cultural values and norms shape design practices. Presentations on different cultural perspectives on aesthetics and functionality in design.
Explore the relationship between cultural practices and sustainable design. Workshops could focus on how traditional practices can inform contemporary sustainable design solutions.
Host workshops that combine insights from anthropology, sociology, and design. This could help students understand the broader implications of their design choices within cultural contexts

Subject Craft Design & innovation

Approach: Responsibility Contemporizing Traditional Craft

Course identified as part of curriculum : Craft Design Workshop

Craft Design Workshop - Craft Design & innovation

This course serves as an important platform for learning whereby the students are exposed to various Crafts sector of India and around the world like working with traditional technique and craftsman skills and appreciate the constraint etc. and are taken through the journey of a design project to bridge the gap between traditional crafts practices and contemporary needs.

3rd sem PG Lifestyle accessory design,3 weeks unit

What are the themes Amresh used to experiment with students?

LAD Batch 2010 - Bamboo craft from Katwalia community Gujarat - Lead Faculty Amresh Panigrahi
LAD Batch 2011- Paper craft from Kalamkush,Gandhi ashram ,Gujurat - Lead Faculty Amresh Panigrahi
LAD Batch 2012 - Leathercraft from Jawaja, Rajasthan - Lead Faculty Amresh Panigrahi
LAD Batch 2013 - Bamboo craft from MP Bhopal -Lead Faculty Amresh Panigrahi
LAD Batch 2014 - Leathercraft, lacer craft, bell craft -Lead Faculty Amresh Panigrahi
LAD Batch 2015 -Glass craft from Firojabad - Lead Faculty Amresh Panigrahi

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

What are the Teaching add/Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning "Designerly way of Learning Craft context, Material culture and Ethics of contemporization " among Students are :

Teaching material organized :

Activity Sheet X

Teaching Plans Yes

Concepts/Subtopics with Teaching Strategies
Reference Books:
Resources

Presentation

Working on my notes for the given questions:

Subject Experience Design

Approach: Exploring Human experience in in Physical space

Course identified as part of curriculum : Experience Design Workshop

Experience Design Workshop

This course helps the students to develop an understating to articulate what inform/influence/manipulate the human experience. The focus of the worksop also deliberate on to understand the forces of influences in the physical world and its manipulation as desired in the emotion. The workshop also sensitise the students of pre engagement, during engagement and post engagement experience in a given context such as product, services, event, environment)

4th sem PG Lifestyle accessory design,3 weeks unit, worked as a co Faculty with other team of faculty

What are the themes Amresh used to experiment with students?

LAD Batch 2012 - Personal space - Co Faculty with Jasleen Manrao
LAD Batch 2013 - Personal space - Co Faculty with Harsh Manrao
LAD Batch 2014 - Personal space - Anchor Faculty as Amresh Panigrahi
LAD Batch 2015 - Personal space - Co Faculty with Balaji Rangarajan
LAD Batch 2016 - Personal space - Co Faculty with Vipul Vinzuda
LAD Batch 2017 - Personal space - Anchor Faculty as Amresh Panigrahi
LAD Batch 2018 - Personal space - Co Faculty with Washim Khan
LAD Batch 2019 -Personal space - Co Faculty with Washim Khan
LAD Batch 2020 - Personal space -Co Faculty with Dipendra Bauni
LAD Batch 2021 - Personal space - Co Faculty with Rujuta Kotadia
LAD Batch 2022 - Personal space - Anchor Faculty as Shashank Meheta

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

What are the Teaching add/Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning "Designerly Way of Learning Decoding a Human Experience, Constructing a Human Experience and Physical Space " among Students are :

Teaching material organized :

Activity Sheet X

Teaching Plans Yes

Concepts/Subtopics with Teaching Strategies
Reference Books:
Resources

Presentation

Worksheet

Case studies

Audio/Video

Assessment

Working on my notes for the given questions:

Subject Trend Studies

Approach: Discovering Social Trends and its impacts on Design Elements

Course identified as part of curriculum : Design Project ll

Trend Research Workshop

This course helps the students to engage in an intuitive research and a detailed mapping of broad influencing forces and phenomena that impact the consumer lifestyles by observing own knowledge from various sources of evidences . Focus of the worksop also deliberate on a selected phenomena articulated using the tool of storyboarding and how it is affecting our lifestyle choices and propose a plan what will be the designer aesthetics and role considering the socio cultural scenario of the country.

3rd sem PG Lifestyle accessory design,2weeks unit

https://sites.google.com/nid.edu/trendstudies/trend-workshop/lad-batch-2017

What are the themes Amresh used to experiment with students?

LAD 2010 > Exploring

LAD 2011,

LAD 2012 ,

LAD 2013 ,LAD

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

https://sites.google.com/nid.edu/designforequity/home https://sites.google.com/nid.edu/design-sustainable-cultural/home

What are the Teaching add/Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning "Designerly Way of Learning Social Phenomena, Constructing an Aesthetics and Space objects " among Students are :

Teaching material organized :

Activity Sheet X

Teaching Plans Yes

Concepts/Subtopics with Teaching Strategies
Reference Books:
Resources

Presentation

Worksheet

Case studies

Audio/Video

Assessment

Working on my notes for the given questions:

Subject Craft Research and Documentation

Approach: Discovering contextual understanding of material culture and maker

Course identified as part of curriculum : Craft Research and Documentation

Craft research and Documentation

This research led course exposes and sensitises the design students to indigenous craft traditions which are deeply rooted in our socio-cultural ethos. Crafts,as a domain of creation offer a phenomenal understanding of contextual design by effectively integrating the aspects of form, function, artisanal skills, traditions, symbology, visual grammar, local materials, co-existence with nature and concern for environment. A closer understanding of crafts as a stream thus becomes imperative to train the students as empathetic and responsible designers. It also accords a repertoire of forms, materials, skills, techniques and processes for designers to borrow from, enabling them to propell new design directions.

What are the themes Amresh used to experiment with students?

over all Theme for the year

LAD Batch 2020 - Lost craft -As lead Faculty
LAD Batch 2021 - Transition of a craft -As lead Faculty
LAD Batch 2022 - A craft for a journey -As lead Faculty
LAD Batch 2023 - A craft of tools for Self-Protection -As lead Faculty
LAD Batch 2024 -
LAD Batch 2025 -
LAD Batch 2026 -

Where can I see the students' course documentation to learn more about the approaches adopted and course outcomes?

LAD Batch 2021

Theme:Transition of a craft

Crafts that have undergone significant changes in recent years, either through changes in medium or expression or the introduction of new processes, Evolution of Craftsmanship, and incorporation of new materials and technologies. Anything that the change you have identified with

1. 001_GODNA- body to Fabric_Anshika Singh and Shinjini Guha_LAD'21
2. 002_AIPAN- rising from the Door Step_Sahil Husain _LAD'21
3. 003_Haathi daant wale Bahadurgarh, Haryana_Arti Singh and Monika Saurav_LAD'21
4. 004_Change in Bamboo Craft in Wayanad Kerala due to Rise of Tourism_Dhananjay Kadam & Athulya Prabha _LAD'21
5. 005_Shakha Conch Shell to Pola_Preeti Singh and Ayonika Chandra_LAD'21
6. 006_Journey of Glass Blowing Art,Germany_Ayushi and Sayali_LAD'21
7. 007_देवदार Pine Needle Craft _Nirali Verma and Swarnima Gupta_LAD'21
8. 008_Migration of Rajasthani Terracotta to Delhi_Himanshi Bhardwaj_LAD'21
9. 009_SADELI From the family of the ‘Petigaras’_Pearl Bhagat and Anvitha H_LAD'21
10. 010_tarkasi cuttack _Rinchen & Vineela_LAD'21

LAD Batch 2022

Theme:A craft for a journey:

Crafts designed for journeys are pivotal in aiding human movement across physical landscapes or through the passages of life. These crafts can be classified into several categories based on their specific applications: roadways, waterways, airways, personal journeys, and the final journey of life.

1. 001_Jambili Athon_a sacred totem craft of life and death_Sukanya Das and Tanisha Zaman_LAD'22
2. 002_Coracle_Hemangini Mandaliya, Manali Kulkarni and Vanisha_LAD'22
3. 003_Shikara, Srinagar_Deepak Kumar and Jay Upadhyaya_compressed_LAD'22
4. 004_Snake boat_Anna rose and Vishnu_LAD'22
5. 005_Rath Yatra_Nishit Panchal & Shinvangisingh_LAD'22
6. 006_Boat craft of Varanasi_Ashmita Gupta Manupriya Varshey_LAD'22
7. 007_Cuckoo clock,Germany_Sugandhi Chandwani_LAD'22

LAD Batch 2023

Theme: A craft of tool for Self-Protection:

Crafts are designed as tools of defence, but as crafts deeply rooted in cultural contexts. The research and documentation focus on various weapons, highlighting their multifaceted roles in sports, daily life, hunting, martial arts, ceremonies, religion, and performance.

1. Sports Context: Arnav & Akhil: Investigate weapons used in sports, emphasizing the skills and discipline involved in their use.
2. Daily Objects: Jagmohan & Nandith: Explore how weapons are integrated into everyday objects for self-defense, with a focus on the Aruval (Machete) from Madurai, Tamil Nadu.
3. Hunting: Aditi & Mahima: Study weapons used in hunting, shedding light on traditional hunting tools and their cultural significance.
4. Indian Martial Arts: Ritika & Vidyanshi: Delve into weapons used in Indian martial arts, specifically focusing on Gatka from Punjab.
5. Ceremonial Use: Sachin, Kavita & Chitra: Examine weapons that are used in ceremonial contexts, highlighting their symbolic importance.
6. Religious and Ritualistic Context: Vanshika & Komal: Study weapons associated with religious ceremonies and deities, focusing on the Kirpan in the Sikh community of Amritsar.
7. Multifunctionality: Alivia: sacrificial and tantric worship. Weapon - Ramdao/Kharga.
8. Performance Context: Arunima & Ishwa: Investigate the use of weapons in performance arts, specifically focusing on the Khunda from Punjab.
9. Lathi - Janhavi: Understanding the multifaceted role of an object in society, Lathi - from being a tool of self-defence to a symbol of cultural heritage

What are the Teaching add/Presentations made by Amresh to deliver the above subject?

Common Confusion discovered in Learning craft research among Students are :

Uncertainty in How to go about the appropriate research methodologies for craft research methods.
Confusion regarding the systemic understanding of the craft in India.
How to deepen understanding of the cultural and historical significance of certain crafts, avoid superficial or misinformed interpretations in their research and documentation.
How to document the process and outputs of craft research struggle with visually representing the intangible aspects of craftsmanship.
Understanding the ethics of research.
Managing relationships and collaborations with traditional artisans, communication skills and knowledge.
protection of traditional craft knowledge and intellectual property rights, particularly when students work with indigenous techniques and cultural symbols.

Teaching material organized :

Activity Sheet: Yes
Teaching Plans: Yes
1. 1. Concepts/Subtopics with Teaching Strategies Yes
  2. Reference Books: Yes
  3. Resources :Yes
Presentation - yes
1. 1. What are the Things to Think About Before You Start Your Research
  2. How to find a Research Gap
  3. What is Common definitional understanding of Craft Research & Craft documentation
  4. How to Decide a Research topic
  5. How to read Research Papers
  6. How to write an Abstract for a Research Papers
  7. How to write an Title of a Research Papers
  8. How to write a introduction
  9. How to do literature review
  10. What is a Research Question
  11. why to do literature review
  12. How to code your Data
  13. What is a variable in research

Worksheet :Yes

Case studies :Yes

Audio/Video :Yes

Assessment :Yes

Working on my notes for the given questions:

Understanding the ethics of research.
Confusion regarding the systemic understanding of the craft in India.

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