M.PIPLARD ©Amelie Canon (15)

    The Product Design department provides the theoretical, technical, scientific and plastic tools required to carry out a project successfully, using design and practice.



      The Product Design department introduces students to the methods and theoretical, technical, scientific and plastic tools they need to carry out a project successfully, using design and practice.

      They are made aware of environmental, social, scientific, economic, philosophical and political issues.

      To address the issue raised by “the object” or by a study, the project starts with a thorough analysis of both the context and the users.

      Students develop the project culture. Then, they conduct experiments on the field or in workshops to design and make life-size prototypes and real or virtual devices.

      When they create and represent the objects and devices resulting from the study, students must ensure that: 

      • drawings and their perceptions are coherent and relevant, 
      • manufacturing methods and the project economy are considered, 
      • shapes, materials and structures are harmonious, 
      • sustainability and innovation are put to the service of humans and their environment to imagine a livable future.
      • Students are introduced to multidisciplinary work to eventually become designers, creators, researchers, enablers, entrepreneurs, mediators...

      Several projects with our partners lead them to work with production and research specialists in the various fields of design.

      Bachelor’s Degree

      The Bachelor’s degree offers students the basis on which to develop their practice of design. The first year is common to all the departments of the school. Years 2 and 3 are dedicated to research and designing. In Year 2, students are given time to acquire the research, practical and theoretical tools used by designers: they “do” and “make” as part of the school’s technical workshops. There, they learn about theoretical tools, building rules which structure materials, assemblage manufacturing methods used in workshops, appropriation of materials, 3D modeling and about the contemporary techniques which limit the environmental impact of a production. This technical knowledge goes beyond mere practicality, as it is seen through the lens of culture and sensibilities. What feeling and aesthetics stem from the shape we are creating? What cultural elements do the shapes refer to? 
      Year 3 is a synthesis which ends with the exams students pass to get their Bachelor’s degree. They address project management methodology with NGOs, factories and artisans and work in a concrete environment so they can imagine and exchange.

      Master’s Degree

      The Master’s degree is largely devoted to working in the field and collaborating with other disciplines. In Year 4, students further their project on applied themes and are introduced to research and theoretical thinking which then translates into the graduate thesis. Thanks to the knowledge they gained during the Bachelor’s degree, students explore various defined fields with partners (a rural area, a healthcare facility, a public player, a French business, a new technological network). Using anthropology resources, they find the issues raised by the field to develop a design project both with and for the users they have met. 
      That is then completed by the development of a graduate project created and carried out by each student in Year 5. During that last year, students prepare for their departure from the school, start or continue their personal approach and build their network, which is made up of other artists, manufacturers, sponsors, etc. 

      Research and Production

      The curriculum encourages students to base their Year 5 project on a contemporary issue linked with a field of design: industrial products, furniture and home, service design, communicating object, communication design. Students are asked to decide which field of design they intend on working in and. If they desire, they are also encouraged to consider their graduate project as a first step into the field they would like to join once they complete their studies.
      The school encourages anticipation, social innovation, research, publishing and creation. It develops the students’ ability to analyze the relationship between objects and their users to promote social bonds and ecological answers in various contexts: home, healthcare and well-being, mobility, work, education, etc.
      The curriculum offers a research and production program with specialists and outside partners: companies, agencies, schools, factories, institutions, hospitals… 
      Students develop every step of the project: the problem, concept, project culture, surveys, analysis, research ideas, experiments, model and life-size prototypes, communication, etc.


      Nom Fonction
      Cyril Afsa
      Non renseigné
      Christophe Bigot
      Florence Doleac
      Alexandre Fougea
      Ingénieur, Designer
      Laurent Godart
      Sophie Larger
      Patrick Renaud


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