Technical Graphics

• The course aims to develop the creative imagination by encouraging pupils to reason in two and three-dimensions and by applying these abilities to the solution of graphical and spatial problems of an abstract and practical nature.  The cognitive and practical skills developed will act as a stimulus in helping pupils to “see” their environment with a critical and analytical awareness and will enhance their aesthetic values.

• Proficiency at freehand drawing is seen as particularly desirable not just as a means of communication but also as an interactive element in imaging and spatial modelling.  The body of knowledge and skills associated with graphicacy will allow the pupils to interpret and communicate information and ideas graphically, thereby encouraging competency in the universal language of design and technology.
• The course is also seen as an ideal vehicle for developing computer graphics skills and introducing computer aided design graphics.  Graphical design problems in two and three-dimensions will allow the pupils to experiment with shape and form, shade and colour.  The modelling of solutions, in card or other materials, will contribute to an enjoyable and creative learning experience.  Pupils’ interaction will be encouraged through activity assignments in measuring and scaling and the production of graphical solutions either pictorially or through orthographic projection, the (geometry of representation)

• The course provides a unique range of skills and techniques at Junior Cycle and is a foundation course for senior cycle Technical Drawing.  The course will also act as a contributing discipline to all technology based subjects and to any subject which uses graphics and/or cognitive functions such as holistic reasoning and image manipulation.

• Course Objectives

• The Pupils will be able to:
• Use graphics in the development of ideas and in the communication of information.

• Interpret drawings and diagrams including freehand sketches, plans, numerical data (expressed graphically), flow charts and formal working drawings.

• Solve two and three dimensional space problems graphically using appropriate geometrics and their underlying principles and theorems.

• Demonstrate dexterity in the use of drawing instruments, templates etc. as reflected in neatness and accuracy.

• Display an understanding of the projection systems associated with descriptive geometry.

• Select appropriate methods of graphic representation in expressing spatial ideas and concepts.

• Show a basic understanding of input, processing and output systems associated with computers.

• Produce computer generated drawings and graphical solutions using appropriate computer graphics and computer aided design software.

• Produce neat and accurate drawings according to recognised standards, conventions and illustration techniques.

• Co-operate in the assimilation of data necessary for scaled representation.

• Produce freehand drawings in two and three-dimensions as graphical communication and as an aid to spatial reasoning and refinement.

• Recognise the importance of graphics in the process of designing and produce graphical communication and as an aid to spatial reasoning and refinement.

• Recognise the importance of graphics in the process of designing and produce graphical solutions to appropriate design problems.

•  Use shade and colour with discretion and model appropriate solutions in card or other materials.

• Apply ergonomic and other appropriate data in the consideration and solution of design problems.

• “I like Technical Graphics because it is fun and challenging” David Ward.

• “The reason I like this subject is because I enjoy solving problems.” Jessie Boucher.

• “I like Technical Graphics because it helps you in maths and it’s fun.  It’s a challenge and it’s a good subject if you want to be an architect.”  Laura Dooley.

• “I like this subject because it is fun and is not like other subjects where you have read books all the time.  It also takes a lot of skill.” Samantha Tripuranen.

Careers