3D modelling course: design, create, execute a piece of jewellery
The school’s courses in computer graphics for jewellery are aimed at designers who want to approach the world of computer-aided 3D jewellery modelling.
Use of the computer makes it possible to optimise even the most complex ideas, to create the 3D model of the jewel, to produce technical drawings for analysis and communication, to preview the object through the rendering process, and to create prototypes, models and dies, before passing on to use of the traditional processing techniques.
This software can be used to achieve the flexibility and precision required for the realisation of any type of jewellery design: from traditional to modern and innovative, both simple and complex, also permitting the creation of any type of decoration.
Depending on the type of design process chosen, the software can also be customised. There are libraries of precious stones and other accessories to choose from. The potential of the software can be exploited to make wedding rings and other rings, channels for setting, collets and pavé, quickly and accurately.
Computer-aided 3D jewellery modelling is an excellent tool to supplement the traditional techniques of representation (freehand technical drawing) and the traditional jewellery techniques, in order to be able to develop projects from the design phase through the development stage and up to actual production.
The aim of this course is to train professionals with an adequate degree of competence in jewellery design and in the modelling of complex forms, so as to boost their chances of satisfactory integration in the professional world.
The courses are organised by ascending level of specialisation and by argument, so as to satisfy all types of training requirement, perfectly tailored to the needs of each individual pupil.
The computer-aided jewellery design courses are divided into modules of 32 hours, organised in two 4-hour sessions per week.
This makes it possible for the student to practice outside lesson times. Indeed, in view of the vastness and complexity of the arguments dealt with, the courses schedule regular and constant practice sessions outside school hours, which are considered an indispensable requisite for a positive result at the end of the course.
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The foundation course in Rhinoceros is aimed at students who have never used the programme or have only a rudimentary knowledge of it.
The purpose of the course is to teach the students how to use the 2D and 3D software tools so that they can acquire a certain familiarity with the graphic interface. In this way, once they have completed the foundation course they will be able to use the software to continue learning independently.
Theoretical and practical concepts for producing technical drawings in 2D are taught, and for jewellery modelling of surfaces and solids designed for the construction of 3D digital models.
The advanced course in Rhinoceros is aimed at those who have already mastered a basic knowledge of the programme and want to refine their jewellery modelling techniques.
During the course, concepts of NURBS geometry are explored, such as degree, control points, knots and so on, leading to mastery of the use of advanced tools on points, curves, surfaces and solids.
The objective of the course is to overcome the limitations of a superficial use of Rhinoceros and the geometry of objects in general, to reach the point of being able to model any form whatsoever that may be necessary for the development of a project.
The course uses the plug-ins Rhino Pro-J for the jewellery design, Flamigo for the rendering and Grasshopper for the visual modelling.
The objective of the computer design course is to prepare the student to be able to design jewellery via use of the computer. By learning how to use the software for 3D designing, the student is able to acquire skills for creating virtual models than can be used for photorealistic rendering or stereolithographic prototyping.
Each computer design course is completed with the creation of a model designed by the student with the assistance of the teacher. In this way, the virtual idea-project-creation process becomes “real”, thus allowing the student to overcome a series of possible problems that could arise during the steps of the actual procedure which are indirectly linked to use of the computer.
