2. EDUCATION
University of Cincinnati Cincinnati, OH
Class of 2018 2013-present
EXPERIENCE
Cincinnati, OH University of Cincinnati
May-Aug 2014 Student Orientation Leader
SKILLS
Language Chinese and English, Japanese beginner
Manual Drawing, Photography, Sketching, Painting,
Model making
Digital AutoCad, Revit, Photoshop, Illustrator,
InDesign, Rhino, Sketchup, Microsoft
Office
HONORS
2015 “Building from Without” project was
featured on SuckerPunch
2013-2015 Dean’s List
2013-2015 UC Global Scholarship
2010-2012 EDCC International Student Scholarship
1999-2006 Grade eighth certificate of Central
Conservatory of Music Piano examination.
Edmonds Community College Lynnwood, WA
Founder and President of Photography Club 2012-2013
Prepared and led field trip, communicated with
advisor, allocated jobs to official members.
720 Brightness Act Yunnan, China
Treasurer and Volunteer July, 2008
Spent a week with three doctors and
volunteers, went to poor area of China,
volunteered to help the doctors and patients
do free cataract surguries. Tasks included
managing money during trip, guiding patients
and families, associating doctors during
surgery, and helping patients after surgery.
Student member
ACTIVITIES
Welcomed new students and family
members, led discussion groups,
introduced campus services of university,
and shared personal experiences. Assisted
in the preparation, organization, and
presentation of orientation, activities,
materials, and programs.
Guided customers to fill out the correct
forms, talked them through their issues,
directed them to appropriate windows for
their business, and assisted the bank
counter assistants.
Shenzhen, China Bank of Communication
July-Aug 2013 Summer Intern | Lobby Manager
University of Cincinnati Cincinnati, OH
DAAP Ambassador 2014-present
Cincinnati, OH SFA Architects
Jan-May 2015 Intern | Project Specialist
Tasks included designing and drawing
plans for interior plans digitally, measuring
site, organizing material libraries, contacting
Reps, pulling materials.
DAAP
Bachelor of Science in Interior Design
GPA 3.50 / 4.0
Edmonds Community College Lynnwood, WA
Class of 2013 2011-2013
Associate’s Degree of Arts
GPA 3.78 / 4.0
Give tours and introduce DAAP to high
school students and their parents; share
personal experiences with them.
International Interior Design Association | IIDA 2013-present
American Lung Association Cincinnati, OH
Photographer Feb, 2015
Took photographs of Fight For Air Climb that
was held by American Lung Association, and
the photographs are sold on its website.
教育背景
辛辛那提大學 美國辛辛那提
2018屆 2013至今
艾德蒙茲社區大學 美國西雅圖
攝影社創辦人以及社長 2012-2013
籌辦以及帶領社員到西雅圖各地取景拍攝，
與指導教師溝通方案，給社團幹部分配、協
調任務。
七二零光明行 中國雲南省
財務管理員、志願者 七月, 2008
在雲南的貧困山區用將近一週的時間協助醫生
和眾志願者免費完成白內障手術。任務包括：
財務管理，指引病人及家屬，在手術期間協助
醫生，向病人及家屬囑咐術後事項等。
實踐活動
辛辛那提大學 美國辛辛那提
DAAP 學院大使 2014至今
設計、建築、藝術和規劃學院 | DAAP
室內設計本科學位
GPA 3.50 / 4.0
艾德蒙茲社區大學 美國西雅圖
2013屆 2011-2013
準文學士學位
GPA 3.78 / 4.0
帶領迎接高三學生及其家長參觀學院，并介
紹自己的學習以及生活經歷藉以鼓舞。
工作經歷
美國辛辛那提 辛辛那提大學
五-八月 2014 新生培訓组长
技術技能
語言 熟練中文及英文
手工 手繪，攝影，速寫，建模型，色彩
軟件 AutoCad, Revit, Photoshop,
Illustrator, InDesign, Rhino,
Sketchup, Microsoft Office
获獎及榮譽
2015 大二作品之一被登上 SuckerPunch 的網站
2013-2015 優秀學生系主任名單
2014 被大學校長邀請以三位學生代表之一參
加學校董事會晚宴
2013-2015 辛大國際生獎學金
2010-2012 艾德蒙茲社大國際生獎學金
1999-2006 中央音樂學院鋼琴八級考級認證
与另外29位美国学生迎接4000新生以及
家長，引導新生相互認識及討論，向新生
介紹學校各方面資訊資源及個人經歷，對
家長疑難解答。在新生培訓前後協助籌備
流程，活動及材料等。
引導客戶填寫正確表格，傾聽客戶的疑
難及需求，引導他們去正確窗口辦理業
務，并協助櫃檯助理遞交資料等。
廣東深圳 交通銀行
七-八月 2013 暑期實習生 | 大堂經理
美國辛辛那提 SFA 建築公司
一﹣四月 2015 實習生 | 項目協助
參與了多項老年住宅、辦公設計的項目。
工作包括草擬方案并畫平面圖，建3D 模
型，度量現場，協助設計師選材，整理材
料圖書館，聯繫製造商，訂購樣本等。
興趣愛好
畫畫，速寫，攝影，唱歌，彈鋼琴，运动
美国肺脏协会 美國辛辛那提
摄影师 二月，2015
为美国肺脏协会举办的一次公益募捐活动
Fight for Air Climb的参与过程摄影，并登
在了官方网站上供参与者购买。
3. content 目錄
1~10 building from without
11~16 building from within
17~22 the secret room
23~26 the stair project
27~30 the “snake” project
31~34 line | plane | balance cube
35~36 co-op work in sfa architects
37~40 stir student design challange
41~48 other art works
4. BUILDING FROM WITHOUT
This is a project for Design Studio during the first semester
of my second year program. The concept throughout is to expe-
rience “form suggests function” instead of “form follows function”.
The design process of “building from without” looks at the architec-
tural envelop (apertures, roofs and facades) as the primary device
of investigation, so we designed from the outside to the inside.
We were asked to design a building on top of a garage
on a site located in downtown Cincinnati. The building was required
to have three programs, in which a swimming pool is a must-have.
Besides that, I have chosen shopping units and bars. We started
by documenting existing examples of 9 open typologies around the
community within the choices of apertures, roofs or facades. The
typology chosen for this project was facades, which is also the
same as mass.
這個是大二上學期設計課的作業之一。這個作業的目的是讓學生嘗試
運用與傳統设计理念“功能決定形態”相反的“形態引導功能”來著手設
計。這個”從外建設“的設計過程先以建築的外圍輪廓（窗戶，屋頂，
建築表面）為主要的探索對象，從而達成從外到內的設計和延展。
這次的課題是設立在辛辛那提市區中心的一個停車場頂上，作業要求
設計的建築至少有三種功能，其中必不可少的一個是游泳池，其餘任
選 - 在此所选的是购物中心和酒吧街。这个作业的开始是让学生先选
择三种途径的一种 - 窗户、屋顶或是建筑表面，然后到辛辛那提周边
记录9个现有建筑的样例。此作品选择的是建筑表面，也就是以一个
房子的形态、体积作为一个单位。我到辛辛那提周边寻找了各种各样
具有不同屋顶类型和几何形状的住宅，并用“犀牛”建了3D 模型。
This project was featured on SuckerPunch website:
此作品被刊登在 SuckerPunch 的网站上：
http://www.suckerpunchdaily.com/2015/03/03/building-from-within-
building-from-without/#more-38580
1
5. Mass
Gable Roof
3101 Clifton Ave, Cincinnati, OH 45220
Mass
Combination Roof of Mansard Roof and hHip and Valley Roof
Clifton Ave & Greendale Ave
Mass
Mansard Roof
Clifton ave & Greendale ave
Mass
Jerkinhead Roof
Clifton Ave & Greendale Ave
Mass
Mansard Roof & Shed Roof
Clifton Ave & Greendale Ave
Mass
Gable roof, Polyhip roof, and flat roof
Clifton Ave & Greendale Ave
Mass
Pyramid Hip Roof
3101 Clifton Ave, Cincinnati, OH 45220
Mass
Gable Roof
3101 Clifton Ave, Cincinnati, OH 45220
Mass
Pyramid Hip Roof
3101 Clifton Ave, Cincinnati, OH 45220
Mass
Cross Gable Roof, Polyhip Roof, & flat roof
Clifton Ave & Greendale Avw
Mass
Gable Roof, & Mansard Roof
Clifton Ave & Greendale ave
Mass
Mansard Roof & Shed Roof
Clifton Ave & Greendale Ave
Mass
Jerkinhead Roof
Clifton Ave & Greendale Ave
Mass
Mansard Roof
Clifton ave & Greendale ave
Mass
Combination Roof of Mansard Roof and hHip and Valley Roof
Clifton Ave & Greendale Ave
Mass
Gable Roof, Hip Roof, and Flat Roof
Clifton Ave & Greendale ave
I went exploring for residential houses with different roof
types and geometric shapes, and made 3D models of
them in Rhino. Inspired by Habitat 67 by Moshe Safdie, I
started experiencing the solid and void by stacking, merg-
ing, rotating, scaling, copying and pasting them. In order
to achieve the goal of “form suggests function”, I focused
more on how to make spaces more intriguing to the peo-
ple that walk through it by the contrast of openness and
close, light and dark, plane and angles. I also tried flipping
the buildings to make roofs as floor plate, and foundation
as roofs. The set of 9 houses were copied and pasted
three times, so there are a total of 27 houses. All the in-
dividual houses offset each other, so there’s originally no
flooring distinction; but for the ease of understanding the
space, I divided them into three floors in the drawings.
我到辛辛那提周邊尋找了各種各樣具有不同屋頂類型和幾何
形狀的住宅，并用“犀牛”建了3D 模型。靈感來自於薩夫迪
的 Habitat 67，我開始嘗試用不同的方法﹣疊加，合併，
旋轉，放大縮小，以及複製與粘貼來實現空間立體感。為了
體現“形態引導功能”，我更加着重於利用對比空間的開放與
封閉，明與暗，平面與棱角來給經歷的人創造奇妙的感官感
受。我也嘗試著顛倒房屋立體，將屋頂變為樓板，將地基變
為屋頂。這9組房屋立體被複製運用了三次，所以一共有27
個房屋立體。每一個立體都交錯開，并沒有樓層分別，但是
為了理解的方便，我將他們在图中大體分為三層。
3 4
7. These are three rendered images in three views - bird-eye,
street view, and view of choice. The model of design and
site was built in Rhino, and then was rendered using the
V-ray plug-in. Finally, they were finished up in Photoshop.
这三幅渲染图分别是从不同的视角-鸟眼视角，街景视角，
以及自选视角。场地模型以及设计的模型都是在“犀牛”中
建立的，然后运用V-ray 插件进行渲染。最后，在 Photo-
shop 里进行部分编辑。
7 8
8. On the left page, the drawing shows
the circulation within the space. The first
level is mostly shopping unit with some
cafes and restroom. Customers can go
up to the second floor by the elevators
or by the main staircase in the middle.
The second level has some connected
shopping units with some individual bars,
so customers can choose whether they
want to start by doing some shopping
or go directly into the bars, according
to their personal prefered routes. The
main platform for people to hang out
outdoors with drink in hands while hav-
ing views of the pool is also located
on the second level. The third level has
some bars for latenight parties, if people
really want to be on the top of the city.
On the right page is photography of the
3D printed physical model of the design,
which are to emphasize the interesting light
and shadow effect the space is creating.
左頁的圖是為了說明在這空間中的流線。
第一層主要是購物廣場，其中包括一些咖
啡店及洗手間。顧客可以乘電梯或是運用
中間的樓梯達到第二層。第二層有一些連
接的商鋪和一些獨立酒吧，這樣顧客可以
根據喜好選擇是從購物開始還是直接進入
酒吧。最大的酒吧平台也設立在第二層，
可供顧客在戶外愉快地交談以及享受游泳
池的視野。第三層有少數的酒吧提供給想
要在夜晚站在城市頂峰享受夜景的顧客。
右頁是3D打印的實體模型的攝影作品，目
的是為了突顯這個空間所造成的吸引人的
光影效果。
9 10
9. BUILDING FROM WITHIN
This was the first project for Design Studio during the
first semester of my second year. Contrary to “Building
from Without”, the concept this project was to experience
the design process begins from the inside. This assign-
ment asked students to explore our relationship with the
space, according to our own body proportions - very
similar to Le Corbusier’s Modulor. The project started
by taking photographs and drawing our various postures,
such as standing, sitting, lying, climbing, leaning, and
jumping. Then we used our own measurements to create
sections that fit our postures the best.
這是大二上學期設計課的第一個作業。與“從外建設”相反
的，這個作業的設計理念則是去嘗試從裡面開始建設。這
個作業讓學生去探索自己的身體比例與周圍空間的關係，
這個概念與勒．柯布西耶的“模度”十分相似。學生先開始
以拍照及繪畫的形式記錄自己不同的身體姿勢，比如站
立，坐，躺臥，爬行，倚靠，和跳躍。接著學生運用度量
出的自己的尺寸來設計最能符合自己姿勢的切面圖。
11
10. 12ft
12 ft
12ft
12 ft
Base volume
Carve
Carve + fracture
Section
Extrude
12ft
12 ft
12ft
12 ft
12ft
12 ft
Base volumn
Rotate
Pack
Base volume
Shear
Shear + rotate
Base volume
Grade
Pack
We chose five sections that fit our
bodies the most, which are a)lean-
ing, b)sitting, c)standing, d)lying,
e)sitting. Then we were asked to
make them three dimensional us-
ing choice of operation vocabularies.
Vocabularies chosen here are a)
carve and fracture, b)extrude, c)
grade and pack, d)shear and rotate,
e)rotate and pack, as represented
in the process drawings.
學生選擇了5個最符合自己姿勢的切
面圖，這裡的依次是 a）倚靠，b）
坐，c）站立，d）躺臥，e）坐。接
著 學 生 運 用 選 擇 的 操 作 詞 彙 來 將 切
面 圖 轉 化 為 立 體 模 型 。 這 裡 選 擇 的
詞彙分別是a）挖鑿和開裂，b）拉
伸 ， c ） 遞 進 和 堆 積 ， d ） 斜 切 和 旋
轉，e）旋轉和堆積，如過程圖所示。
13 14
11. Then we were asked to com-
bine the five models making
them into one with another op-
eration vocabulary. The vocab-
ulary chosen here “shift”. The
black and white use of color is
to emphasize the shifting ele-
ments.
After the final model was de-
signed, students made a plan
and section to show the imag-
ined-realistic use of the space.
The top drawing on left is a
shadow drawing I did - first
measuring by hand, then filled
in in Illustrator.
接著，我們被要求用另外一個操
作詞彙將五個模型拼成一個完整
的模型。這裡所選的詞彙是“交
錯”。模型中所用的黑白顏色是
為了強調交錯開的部份。
在完成了設計以後，學生用平面
圖和切面圖的形式來體現了這個
空間在現實中的理想運用。左側
上圖是一幅陰影圖 ﹣ 先是在紙
上度量影子角度、面積等，然後
再在 Illustrator 里完成。
15 16
12. THE SECRET ROOM
This was another project for Design Studio in the first
semester of my second year. The concept for this
project was that each culture has a secret room, and
it’s forbidden for all types of possible reasons, yet the
space itself is interesting and has various ways of being
“secret”. While the definition of “secret” is open to stu-
dents’ interpretation, students were asked to individually
choose an architect and one of his/her works in Chicago
while we took a trip there and explored the building.
The building chosen here was the Poetry Foundation by
John Ronan.
這是大二上學期設計課的另外一個作業。這次的設計理念
是建立在“每一個社會都有一個密室”之上，雖然密室的存
在有各種各樣的原因，但密室的設計本身卻是十分的有趣
和多樣化。在這次作業中，密室的定義是對學生開放的。
學生被要求在一次去芝加哥的實踐中，選擇一名建築師和
他在芝加哥的一個建築作品進行探索。在此所選的是John
Ronan設計的詩歌基金會（Poetry Foundation）。
17
13. Students were asked to trace over and explode the ex-
isting floor plan of the chosen building in AutoCAD, and
then use the “copy and paste” method to generate a
field operation in the spirit of Archizoom’s No-Stop City.
By looking at the plan of Poetry Foundation, I found the
public space (libraries), private space (meeting rooms
and narrow corridors), and outdoor greeneries interwin-
ing each other. So I exploded the plan into these 3
portions and started to rotate them, scaling them up and
down, mirroring them, and rearranging them, in order to
create a maze-like master planning.
學生被要求將所選的建築的平面圖用 AutoCAD 描繪以及
分散，然後運用“複製和粘貼”的方法，並且運用 Archizo-
om 的“無盡城市“的觀念將其組合成新的大面積規劃。通過
觀察詩歌基金會的平面圖，我發現了它的公共空間（圖書
館），隱秘空間（會議室以及狹窄的過道），還有室外的
綠化都相互纏繞。於是我將這三個部份拆開，并開始嘗試
將他們旋轉，放大或縮小，反射，和重新排列，最終達成
了一個迷宮形式的總體規劃。
19 20
Public Libraries
Private Meeting Rooms
Greeneries
Private Corridor
Original plan of
Poetry Foundation
14. Afterwards, students were to zoom in the
plan to choose five spaces and three dimen-
sionalize them. Besides three dimisionalizing
them, I also elevated them to different levels,
and tried rotating them. I also elevated the
greenery spaces and made them into vertical
public spaces. I kept John Ronan’s idea of
interwining the spaces, and I also realized
his use of contrast of opennes and narrow-
ness within the spaces to put effect on peo-
ple’s view and experiences. So I decided to
make my secret room visible, so that it is in
the center of all other public spaces, yet not
accessible to the public. The secret is that
the “invisible” entrance (a glass elevator) is
hidden behind and avoids all possible views,
so that only the people who own it would
know where it is. The rooms within the se-
cret room has layers of secretness as well.
其後，學生將規劃的平面圖放大并選擇了其中
的5個空間進行立體化。除了將他們立體化，
我還將他們提升到不同的高度并旋轉他們。我
也將綠化地帶提高并將他們轉化成了垂直的公
共空間。我保留了 John Ronan 將空間互相纏
繞的特點，我也察覺了他運用空間里開放與狹
窄的對比給人帶來的視野和感官變化。所以我
決定將我的密室設置成可見卻不可進入。其中
的秘密在於我將其入口隱藏在了整個建築的背
後，並且運用玻璃電梯將其隱形，以至於只有
其擁有者知道如何通往并進入密室。在密室之
中的格局分佈也有不同的隱密程度。
21 22
15. THE STAIR PROJECT
This was a project in our second semester of my first
year program. We were broken up into a team of 5,
and went measuring cetain stairs on our campus. Each
of us did a set of plan and section drawings of a cho-
sen staircase using AutoCAD. Then we individually made
diagrams of circulation, geometry, lighting, and massing
on all the stairs. This assignment aims to let students
understand the nature of stairs.
這是大一下學期的一個作業。學生被分成五個人一小組，
到校園去度量指定的一些樓梯。每個學生選擇一組樓梯，
并用 AutoCAD 畫出平面圖和切面圖。之後，每個學生獨
立地在這些圖上用示意圖的方式表現出它們的流線，幾
何，光影，和體積。這個作業的目的是讓學生理解樓梯的
特質。
23
16. Students were to choose a set of diagrams that they
liked, and made them into 3D models based on the
illustration of their diagrams.
Afterwards, students took pictures of the models, and
were asked to create an emblametical drawing that
combine the diagrams, models and two sketches of the
stair. The inspiration of this drawing on the left came
from Mark Lascelles Thronton, who creatively combined
red graphic drawings with realistic architecture.
學生從示意圖中選出了他們喜歡的一組，并根據他們示意
圖的表現方式將他們做成了相應立體模型
而後，學生以自選方式將所做樓梯的模型，示意圖，和兩
幅速寫拼成一幅具有抽象意義的畫。左圖的靈感來自於
Mark Lascelles Thronton，他很有創意地將抽象紅色的
圖塊和寫實的建築素描結合在了一起。
25 26
17. THE “SNAKE” PROJECT
This is the biggest group project during the second semester of our
first year program. There were totally 7 sections in my class, and
each section was responsible for designing an 8ft x 8ft x 8ft space.
The ultimate goal was to connect all the spaces that each section
has made front to back, and make a continuous snake-shape space
for people to sit, stand, and interact with.
The first phase was for each student to make a propose a design
starting from the collages showing the concept of horizontal, vertical,
and diagonal(shown on right). Then students made models for it, and
voted for the final model they wanted to make within each section.
After that, all students came together and were divided into design
team, construction team, and team of building site model; and we
worked with students from other sections to make the whole “snake”
look and work better. After all, students went back to their sections,
and constructed their individual models together. Models were cut in
the woodshop, and built on site.
At the end, we displayed our full “snake” model on campus for a
week. And we made emblametic drawing for our own model, which
also explains the construction of it (on the next page).
這是我們大一下學期做得最大的一個集體項目。我們年級分成了7個班
級，每個班級負責設計一個8英尺 x8英尺 x8英尺的立方。這個作業的最
終目標是將每個班級的立方體頭接尾像蛇一樣地連接在一起，提供人們
坐著休息，站著，還有互動。
這個作業的第一階段是讓每個學生提出一個設計方案，最一開始用剪貼
畫的形式來體現水平，垂直，和對角線的概念（如右圖所示）。接著學
生將其建成模型，并在每個班級投票選出他們想做的模型。
而後，所有學生被分成不同的小組，分別為設計小組，建造小組，和建
立場地模型的小組。我們與其他班的學生一起合作、商討如何將最終的“
蛇”的模型建得更好。然後，學生們回到自己的班上，一起建設最終模
型。模型在木工車間加工好后搬運到場地去組裝。
最後，我們將組合好的“蛇”的模型在校園的草地上展示了一個星期。然
後我們用象徵畫來體現模型的製作過程（見下頁圖示）。
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19. LINE | PLANE | BALANCE CUBE
These are series of projects we did for Design Lab at the very be-
ginning of the first semester of our first year program. The concept
was to understand the space through the three basic forms - line,
plane, and cube. Students were asked to build models within a 12in
x 12in x 12in box using three different types of materials - bass
wood, museum board, and pine wood.
My idea for the line cube was to show a different interpretation of
simplicity and complexity. The single line looks simple but actually
turns in tangled ways and create different views; while the repeated
lines look heavy, but are actually simple repetitions.
The plane cube was designed for viewers to explore it by turning it
around, so that one doesn’t get to see everything inside just from a
single view. The drawing on the right was done in gauche and pho-
toshopped showing the unfolded cube.
The balance block was supposed to stand on a block with an area of
1x4 square inches. I wanted to combine the concept of line, plane,
and cube with the interpretation of blocks. And I also wanted to
achieve the illusion of it not being able to balance, while it actually
does.
這是最開始在第一年上學期的設計課所做的一系列的作業。作業的目的
是為了讓學生用基礎的線、面、體來理解空間。學生們被要求在一個12
英寸 x12英寸 x12英寸立方大小的範圍內設計并用三種不同的材料﹣椴
木、紙板、和松木分別建出模型。
我設計的線立方是為了用不同的形式表現簡潔和複雜的概念。雖然單線
看起來很簡潔，卻彎曲纏繞令各個視角都產生不同的效果；同理，雖然
重複的平行線看上去十分沉重，它們卻只是非常簡單的重複而已。
我的平面立方是為了讓觀者去從各個角度去觀察模型本身，以至於它的
內部結構不會以單一的視角完全暴露。右側的圖是用水粉繪製后經 Pho-
toshop，體現了展開的平面立體。
平衡立體的要求是要將其在一塊接地面積為1英寸 x4英寸的木塊上保持平
衡。我決定將線、面、體的概念結合并用木塊的形式展現出來。我也想
造成一種當它能保持平衡時，會給人產生一種不能平衡的錯覺。
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21. UP
123' - 10"
1' - 6"
DN
CO-OP WORK IN SFA ARCHITECTS
These are some drawings I did during my Co-op expe-
rience with SFA Architects. The top two drawings are for
a renovation of a property in downtown Cincinnati, which
will beome an office and conference center. I went to the
site and measured the existing structure, and sketched it
out in Revit. Then I was asked to try initiating some de-
sign options of a conference center on the first floor, and
some offices on the upper floors. The third drawing is an
interior construction detail drawing I did in AutoCAD that
was represented to the client. And the fourth drawing is an
elevation of an interior renovation.
這些是我在 SFA Architects 實習過程中畫得一部份圖。最
上面的兩幅圖是辛辛那提市區的一個辦公樓及會議中心的房
屋改造的設計方案。我度量了現存的場地，並且在 Revit 裡
面建模。我開始著手繪製不同的設計方案，其中包括一樓的
會議中心，和樓上的辦公室等。第三幅圖是我用 AutoCAD為
客戶繪製的一幅室內建築細節圖。第四幅則是一個室內改造
的正視圖。
35 36
22. STIR STUDENT DESIGN CHALLENGE
This is a design contest for Sherwin Williams I participated in the spring of 2015.
The requirement was to design and render either a residential or commercial space
using at least three colors from Sherwin Williams’ color palatte. I designed a 2
stories residential house. Since it’s a design competition for a paint company, I
wanted to use colors that people normally wouldn’t use. Because I saw it as a
chance for creativity and exploration, I chose colors with high contrast - bright blue
and bright yellow, with black and white.
At home, we watch TV with family, read alone, play some instruments to entertain,
work when family members are chatting, rest when feeling lazy, dine with friends,
and so on. Home should be the most meaningful, free, and comfortable place in
one’s life, and I aimed to use colors to demonstrate that. I wanted to try some-
thing different from traditional residential design, because I believe that living space
could also be artistic and fun as desired. When you watch TV at night, the blue
and black becomes calming; and during the daytime, the blue energizes you. When
you read, the black wall keeps you peaceful, while the blue surrounding gives you
energy immediately after you close the book. When you dine with friends and fam-
ilies, the yellow stripe walls really play a cheerful part in it. And when you work
and study, the yellow keeps you delighted and creative. As surrounded by nature,
the Delightful Home really would bring you peace and joy after all.
這是我在2015年春季參加的一個由 Sherwin Williams 油漆公司舉辦的設計比賽。比賽
要求是設計并渲染一個住宅或商業用的室內空間，并運用Sherwin Williams 的至少三
種油漆顏色。我設計了一個兩層樓的住宅。因為這是一個油漆公司的比賽，我想要嘗
試運用人們通常不曾運用的顏色。因為我認為這是一個探索與發現的很好的實際，所
以我運用了對比度較高的兩組颜色﹣藍與黃，和黑與白。
在家的時候，我們與家人一同看電視，一個人看書，演奏樂器自娛自樂，在家人們
談論時工作，在疲勞時休息，邀請朋友們來做客，等等。家應該是每個人的生活中最
有意義，最自由和最舒適的地方，而我則想用色彩來推動這層意義。我嘗試了與傳統
意義不同的顏色，因為我相信住宅也能如願得充滿想像力及趣味。當你在夜間看電視
時，深沉的藍色與黑色讓你內心平靜；在白天陽光下，靚麗的藍色讓你充滿能量。當
你閱讀時，黑色的墻讓你安靜下來陷入其中，但是當你合上書時，周邊的亮藍又馬上
讓你精神起來。當你與朋友們共享午餐時，餐廳黃色的条纹增添了愉快的气氛。在被
大自然的包围之下，这清新的住宅能给你带来平静与喜乐。
37 38
23. Color of Choice:
Caviar SW 6990
Dynamic Blue SW 6958
Forsythia SW 6907
Pure White SW 7005
39 40
24. OTHER ART WORKS
The following pages consist of a variety of my art
works, which will have multi-media rendered drawing,
a set scale drawings of a building on campus, self
portrait collage, paintings, animation drawings, sketches,
and photographs.
接下來的幾頁是我所做的其他的藝術作品，其中包括多媒
體的渲染圖，一組校園建築的比例圖，剪貼的自畫像，色
彩作品，漫畫習作，速寫，和攝影作品。
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