Elzelinde van Doleweerd

Past

Photo: Chloé Rutzerveld

Past

When reading my PDP of the first year, I see how much I changed as designer, not only in skills, but also in my vision on designing. The environment and creating value for the user were always important aspects in my vision. Also, my interest in creativity, the expertise area in which my skills are most developed, was already quite important for me when starting the bachelor.

My focus on food design started developing at the end of the first year of my bachelor. Due to the exhibitions I visited, ‘Food to Be’, ‘DDW’ and the Milano Design week, I discovered the direction of food design. With my passion for cooking and interests in food, I gradually focused my vision and development more towards this direction.

The most important courses, projects and activities which contributed to my final bachelor project and which were important for the development of my expertise areas, are described below.

B3.2

Elective Digital Craftsmanship

During the course Digital Craftsmanship I created a travel bag together with my teammate Naomi Swagten. I really developed my coding skills, by writing a code myself in which I combined data with mathematical formulas, which enabled me to create unique patterns, for each dataset. The data we used were land codes, each flower on the bag is presenting a country where we have been on holiday. We used the laser cutting technique to envision these flowers.

Annotated Portfolio

B3.1

Minor Food Technology

To develop myself in the direction of food designs in an academic way, I followed a minor in Food Technology at the WUR (Wageningen University and Research). I gained more knowledge in the background of food, food safety, the current food challenges, the molecular composition of food and the way food is produced. I executed lots of experiments in the lab, learned how to gather and analyze data and to write a reports about these experiments.

The last course I followed, Food Security and Sustainability: Food Access, made me aware of the unfair division of food in the world, about the differences of food produced and consumer in the world and about how much food is actually wasted. The aspect of food waste is in line with my vision on food and sustainability, so I preferred to dive into this challenge during my final bachelor project.

Paper: Food Security and Sustainability: Food Access
Report: Food Chemistry

B2.2

Design Research Project Modular Connectivity

During this project I wrote the paper: Modular Connectivity: A modular approach to sustainability. Modules were researched from which modular clothing could be created, as a solution to the growing amount of clothing waste. Within this research, we tried to find the most appropriate modular connection method, for which we made use of the repertory grid technique. The course ‘Design <> Research’ provided me with the knowledge to structure the research paper.

Within our team I learned to take the leading role, to divide the task on a way that my teammates were motivated to complete them, and to plan the work which had to be done.

Research Paper: Modular Connectivity
Reflection: Modular Connectivity

B2.2

Design Project: The Lickenator

The Lickenator was an installation designed for the STRP Biënnale. For me is was an extracurricular project for which I was invited to cooperate by food designer Chloé Rutzerveld. The Lickenater is a game between two players who had to use their tongue strength to move a ‘lick marble’ across the track. They compete in time and tasting ability. Together we designed the concept and the installation. Next to that, I was responsible for developing certain flavors in agar-agar.

B2.2

Elective: Exploratory sketching

I am grateful for everything I learned during the course Exploratory Sketching. Step by step, my sketches were improving. I learned to sketch in the right perspective, to create beautiful design sketches, but I also learned to communicate my ideas to others by making quick ideation sketches or by sketching the design in use. Next to the development of my motor skills, the course deepened the way I love to observe. Now I am thinking more often about how products are constructed and how a perspective changes when you look from a different angle, both when making sketches and photos.

Reflection: Exploratory Sketching

B2.2

Basic course: Creative Electronics

Within this course, I was able to practice my knowledge gained in the courses physics, calculus and creative programming. I learned about different electronics, about their function and for which circuits you need to use them. Also, I learned myself to envision the circuits with the program Eagle PCB. I enjoyed the way this course was set up, after theoretical exercises, we had to bring it in practice and gradually the systems became more difficult. Our final design was the PhoneBlock, a box which helps you concentrate by showing the time you have spent on not picking up your phone.

Report: Creative Electronics
Reflection: Creative Electronics
Poster: PhoneBlock

B2.1

Design Project: SmartTap

Client: Libra Revalidation

The SmartTap is designed to make visually impaired swimmers more independent, on a way that they do not need ‘tappers’ when they are going to swim. It consist of a modular infrared module that detects the swimmer when he or she is approaching the edge of the pool. As reaction, the swimmer receives a bone conducted tone as notification. During the product, we tested different iterations with Liesette Bruinsma. Because of her enthusiasm, I realized that I loved this aspect of designing, when the concept is a device that is needed and is specifically been asked for. For this project, I had to do a retake, in which I learned to developed an appropriate extended business plan.

Business Plan: SmartTap
Pictorial: SmartTap
Reflection: SmartTap

B2.1

Elective: Intercultural Design

This elective provided me with the skill to integrate other cultures in my design process or eventually upgrade a design on a way that it can be used in another culture. I learned how people can differ in habits and believes, and how this already can form a certain culture. I learned more about the way I grew up and how I became the person I am now. Also, it made me realize that in the direction of food design there are lots of aspects to take into account, I described these aspects in the reflection for this course.

Reflection: Intercultural Design

B2.1

Basic Course: User-centered Design

In the course User-centered Design I learned that I am able to already involve the user when I start with a new design process and that I can take different approaches for every step in the design process to involve the user. We did interviews to identify current problems, this way we discovered what was needed on the market and were able to create a valuable design. I learned several methods to set up an user test, which I processed in my design projects.

Reflection: User-centered Design
Report: User-centered Design

B1.2

Design Project: Cycle Circuit

Cycle Circuit is a device that challenges and motivates children of an age of 6 to 10 to cycle more. The device is their new bicycle bell as well. Kids have to explore their neighborhood, were they have to discover challenges and to complete them by doing exercises on their bike. When they complete a challenge, they get points together with light and sound feedback.
Within this project I finished the prototype, with the skills I gained in Basic Formgiving Skills. Next to that, I processed my skills in programming and electronics for creating the GPS system and output.

Reflection: Cycle Circuit
Report: Cycle Circuit

B1.2

Basic course: Creative Programming

In the course ‘Creative Programming’ I learned the language of Processing and in the end I delivered an interactive sketch myself, in which programming skills were combined with Arduino. This course provided me with the base for the projects and courses in which I had to use coding and electronics for my designs, and to learn to read other’s codes.

Reflection: Creative Programming

B1.2

USE: New Product Marketing

By following the Use Learning Line New Product Marketing, I developed myself within the Business and Entrepreneurship Competence Area. I learned about marketing research and analyses, and factors for setting up a business successfully.
Within this learning line, I mostly enjoyed the third course, Innovation by Design. We developed a new way of promoting activities for elderly, by designing a photo booth in which elderly could create a personalized flyer. The elderly were very proud on their flyer, that they wanted to show it to everyone and promoted the activities themselves.

Reflection: Innovating by Design
Group Reflection: Innovating by Design
Flyer: Innovating by Design

B1.2

Elective: Basic Formgiving Skills

The course Basic Formgiving Skills supported me to develop my vision on aesthetics and to finish my work on a beautiful way. I learned how to explore the materials I wanted to work with, to define my ideas on paper, to process feedback and to develop prototypes quickly. For the final assignment I created a power socket from plaster, in combination with wood and clay. Due to a smooth finishing, all together it formed a beautifully composition in the end.

Annotated Portfolio: Basic Formgiving Skills