This Portfolio gives insight into design and concept as a first year architecture student in the Taylor School of Architecture and Construction Science at Tuskegee University in Tuskegee, Alabama.
MATHS ACTIVITY ON MULTIPLICATION OF DECIMALSLeenu Kapoor
This document describes a procedure for representing the multiplication of decimals using a grid. It involves shading 3 rows and 3 columns on a 10x10 grid to represent 0.3 and 0.7, respectively. The overlapping shaded region shows that 0.3 x 0.7 equals 21/100 or 0.21. The aim is to use horizontal and vertical lines on a square sheet to demonstrate how to calculate the product of decimal numbers.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Lau Hui Ming Belinda
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Submission includes drawings, models and a presentation for assessment worth 20%
The document provides examples and instructions for creating frequency tables and line plots from data sets. A frequency table lists how often each item occurs in a data set, while a line plot uses X marks above a number line to show frequencies. An example frequency table shows the number of children who had their faces painted at different ages. Students are instructed to make their own frequency table and line plot using data on art projects chosen by 6th grade students.
Cutout Sculpture Achievement Standard 2.2 90234Bev Towns
The document provides instructions for a sculpture assignment that involves generating and developing ideas through drawing processes. It consists of 4 tasks: 1) Researching cut-out sculptors Lonnie Hutchinson, Peter Callesen, and Yuken Teruya, 2) Researching a New Zealand native plant, 3) Developing ideas through studies and maquette making, 4) Constructing a large-scale cut-out sculpture using paper. The goals are to incorporate techniques from researched artists and develop concepts through drawing before creating a final sculpture. Assessment criteria focus on idea generation, development, analysis, and appropriate use of materials and techniques.
Wallpaper history society design competition 2011Les Bicknell
The Wallpaper History Society is holding a design competition for students to celebrate its 25th anniversary. Students are asked to submit 3 storyboards, a sketchbook, and a collection of 6 designs reflecting on the themes of past, present and future in wall coverings. Shortlisted designs will be exhibited in London in September 2011, and prizes include paid work placements and cash awards. The deadline for registration is the end of February 2011 and final selections will be announced by June 24th.
This document appears to be an architecture portfolio containing sketches, assignments, and models completed by Makenzye Hereford for an architecture course. The portfolio includes campus sketches of Henderson Hall emphasizing linear, point, and planar elements. An assignment on lettering alternating between positive and negative space. A collage model was made from papers to define space with numerous linear elements. A 3-space composition model used foam board and chip board to create boxes on a 1/4 inch scale with multiple open spaces, reflecting the creator's personal style.
MATHS ACTIVITY ON MULTIPLICATION OF DECIMALSLeenu Kapoor
This document describes a procedure for representing the multiplication of decimals using a grid. It involves shading 3 rows and 3 columns on a 10x10 grid to represent 0.3 and 0.7, respectively. The overlapping shaded region shows that 0.3 x 0.7 equals 21/100 or 0.21. The aim is to use horizontal and vertical lines on a square sheet to demonstrate how to calculate the product of decimal numbers.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Lau Hui Ming Belinda
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Submission includes drawings, models and a presentation for assessment worth 20%
The document provides examples and instructions for creating frequency tables and line plots from data sets. A frequency table lists how often each item occurs in a data set, while a line plot uses X marks above a number line to show frequencies. An example frequency table shows the number of children who had their faces painted at different ages. Students are instructed to make their own frequency table and line plot using data on art projects chosen by 6th grade students.
Cutout Sculpture Achievement Standard 2.2 90234Bev Towns
The document provides instructions for a sculpture assignment that involves generating and developing ideas through drawing processes. It consists of 4 tasks: 1) Researching cut-out sculptors Lonnie Hutchinson, Peter Callesen, and Yuken Teruya, 2) Researching a New Zealand native plant, 3) Developing ideas through studies and maquette making, 4) Constructing a large-scale cut-out sculpture using paper. The goals are to incorporate techniques from researched artists and develop concepts through drawing before creating a final sculpture. Assessment criteria focus on idea generation, development, analysis, and appropriate use of materials and techniques.
Wallpaper history society design competition 2011Les Bicknell
The Wallpaper History Society is holding a design competition for students to celebrate its 25th anniversary. Students are asked to submit 3 storyboards, a sketchbook, and a collection of 6 designs reflecting on the themes of past, present and future in wall coverings. Shortlisted designs will be exhibited in London in September 2011, and prizes include paid work placements and cash awards. The deadline for registration is the end of February 2011 and final selections will be announced by June 24th.
This document appears to be an architecture portfolio containing sketches, assignments, and models completed by Makenzye Hereford for an architecture course. The portfolio includes campus sketches of Henderson Hall emphasizing linear, point, and planar elements. An assignment on lettering alternating between positive and negative space. A collage model was made from papers to define space with numerous linear elements. A 3-space composition model used foam board and chip board to create boxes on a 1/4 inch scale with multiple open spaces, reflecting the creator's personal style.
This document outlines a scheme of work for a Year 7 art class focusing on assemblage art. Over the course of 12 weeks, students will collect personal ephemera to create an assemblage box conveying a personal narrative. They will study artists like Joseph Cornell and develop drawing, painting, printmaking, and collage skills to represent different areas of their assemblage at an enlarged scale. Students will create poly prints, collagraphs, and a final composite artwork incorporating these techniques. The scheme provides differentiation for abilities and aims to develop students' technical skills, creative exploration of materials, and understanding of assemblage as an art form.
Transcending Commonplace Art Making MaterialsNancy Walkup
The document provides instructions for creating paper sculpture projects with students in various grade levels. For second graders, it describes how to make a pop-up construction by folding paper to create a mouth that opens and closes, then cutting out a face shape and gluing it to create a pop-up. For fourth graders, it provides a rubric for assessing diorama projects on ecosystems that depict habitats and include camouflaged animals. The document aims to engage students in creative expression while meeting art and science objectives.
Basic elements of expression in art instructionsTania Rico
This document outlines an art assignment with three parts:
1. Experimenting with basic elements of art like dot, line, plane, texture, and color by dividing a paper into sections and creating abstract compositions in each using the different elements.
2. Investigating one of three artists (Paul Klee, Wassily Kandinsky, or Joan Miró) by researching their life, works, artistic period, and creating a presentation to share what was learned.
3. Reproducing a selected work by the researched artist through creating a grid, drawing the outline on cardboard, and adding color and details square by square while checking progress with teammates.
The document discusses various math manipulatives and activities that can be used in the classroom including color tiles, geoboards, toothpicks, playing cards, dice, and base-ten blocks. It provides examples of opening activities, explanations of why manipulatives are important, and cheap alternative manipulatives. The document also includes transcripts from video recordings of classroom lessons using these manipulatives and discussions of the mathematical concepts being taught.
The document provides instructions for a drawing techniques composite project. Students are asked to create a 18x24 composite design using 6 individual drawings of an object created with different drawing techniques. The techniques include contour, cross-contour, hatching, cross-hatching, stippling, value collage, and high-contrast drawings. Students are to practice the techniques in mini-labs before selecting techniques for the individual drawings and composing them into the final composite design. Reference materials and materials needed are also listed.
The document provides information and instructions for a school project to design and build a technological object to explore space. Students must choose between building a launch tower, communications tower, crane, or a model of the International Space Station. It outlines the requirements, materials, tools, and steps of the technological process for each project option. Students are assigned to groups of three and must research their options, sketch a design, gather materials and tools, construct their object, test it, and write a report, with the deadline being March 8th.
The document outlines the basics of architectural design taught by Dr. Yasser Mahgoub, including key topics, assignments, and exercises. It covers elements of architecture, environmental and human factors, building systems, history and theory of architecture, related disciplines, and the skills of analysis, creativity, composition, visualization, and communication through drawings. Students are assigned exercises to practice freehand sketching, organizing shapes using points lines and planes, bas-relief carving, using grids, and abstraction techniques. The goal is to develop students' knowledge, abilities, and technical skills in architectural design.
This document provides instructions for an assignment to create a topographic site model. Students are asked to take an existing topography plan and redesign the site contours to provide a level area for a 20' by 30' house. They must draw the new contour lines on the plan and build a 3D physical model at a 1/8" scale using corrugated cardboard or foamcore. The finished plan and model are due on August 31, 2009.
The document provides instructions for a student project to draw a wood framed structure wall section showing framing and finishing components between the foundation and roof. Students are asked to continue a foundation wall section drawing by adding framing elements like floor joists, wall studs, ceiling joists and roof rafters. The wall section should also include a window and door opening. Notes provide details on materials and sizes of structural elements.
The document announces a design competition to celebrate the bicentenary of Augustus Welby Pugin. Students are invited to submit wallpaper designs inspired by Pugin's work. The competition will have three rounds, with industry placements and cash prizes for winners. Submission requirements include design sketches, samples, and presentations at various stages.
1. This document outlines an assessment that introduces architecture students to visualizing and expressing space through on-site sketching on campus.
2. The objectives are to understand the notion of space, develop skills in visualizing space through observation and perception of a given site, and develop sketching skills as a communication mode.
3. Students are required to engage with the site by experiencing and recording through free-hand sketches a spatial sequence of their choice that includes both exterior and interior spaces, emphasizing solids and voids, openings, light/shadow, rhythm, details, textures, materials, landscape, and scale/proportion.
1. This document outlines an assessment that introduces architecture students to visualizing and expressing space through on-site sketching on campus.
2. The objectives are to understand the notion of space, develop skills in visualizing space through observation and perception of a given site, and develop sketching skills as a communication mode.
3. Students are required to engage with the site by experiencing and recording through free-hand sketches a spatial sequence of their choice that includes both exterior and interior spaces, emphasizing solids and voids, openings, light/shadow, rhythm, details, textures, materials, landscape, and scale.
The document provides materials and instructions for a series of area and perimeter challenges involving building rectangles with cardboard pieces and string lengths. Students are asked to build rectangles that meet specific area and perimeter criteria, sketch their solutions, and write number sentences to calculate the area and perimeter. There are four levels of increasing difficulty for practicing finding different rectangle dimensions that satisfy given conditions.
The document provides instructions for Project 1B which involves measuring, drawing diagrams, and presenting drawings of a given space. Students must measure and draw the space to scale, including a plan, elevations, section, bubble diagrams, axonometric sketch, and two detail drawings. They must compile the 8 drawings into an A3 folder presentation. The drawings will be evaluated based on proper techniques, measurements, annotations, ordering, and workmanship. Students will work in groups to measure the same space but complete individual drawings for submission by the deadline of 3PM on November 29th, 2013.
The document outlines the criteria and requirements for a student art project focused on representing a location. It provides guidelines for students to:
1) Record observations and information about their chosen location through drawings, photos, and models to develop their project intentions.
2) Experiment with different materials, techniques, and processes to develop their ideas and learn what works best for their goals.
3) Create test pieces and studies to refine their ideas before developing a final piece in response to their brief.
4) Plan and produce their final outcome using specialized methods and processes, choosing techniques that work effectively to represent their location.
5) Evaluate their project process and identify areas for improvement in future assignments.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be given a basic studio unit layout and must include appropriate furniture and architectural elements like doors, windows, and flooring in their drawings. They must submit preliminary progress drawings as well as final drawings including a layout plan, elevations, section, detail drawing, and perspective. The final drawings will be assessed based on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
ITD Drawing final project studio unit living_january 2015Madeline Liew
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be given a basic studio unit layout and must include appropriate furniture and architectural elements like doors, windows, and flooring in their drawings. They must submit preliminary progress drawings as well as final presentation drawings including a layout plan, elevations, section, detail drawing, and perspective. The final drawings will be assessed based on demonstrated understanding of drawing conventions, clarity and quality, and creativity in graphic communication.
ITD Drawing final project studio unit livingashleyyeap
This document outlines the final project assignment for an Introduction to Drawing course. Students will produce orthographic drawings of a basic studio unit layout including furniture. They must submit drawings of the layout plan, elevations, section, detail, and perspective by the deadline. The assessment will evaluate students' understanding of drawing conventions, clarity and quality of drawings, and creativity. Students must hand draw the orthographic drawings to scale using proper tools and techniques.
Drawing final project studio unit living_january 2015Leon Lim
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, compiled in an A4 proposal report. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, along with a furniture schedule. Drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of presentation, and creativity.
This document outlines a scheme of work for a Year 7 art class focusing on assemblage art. Over the course of 12 weeks, students will collect personal ephemera to create an assemblage box conveying a personal narrative. They will study artists like Joseph Cornell and develop drawing, painting, printmaking, and collage skills to represent different areas of their assemblage at an enlarged scale. Students will create poly prints, collagraphs, and a final composite artwork incorporating these techniques. The scheme provides differentiation for abilities and aims to develop students' technical skills, creative exploration of materials, and understanding of assemblage as an art form.
Transcending Commonplace Art Making MaterialsNancy Walkup
The document provides instructions for creating paper sculpture projects with students in various grade levels. For second graders, it describes how to make a pop-up construction by folding paper to create a mouth that opens and closes, then cutting out a face shape and gluing it to create a pop-up. For fourth graders, it provides a rubric for assessing diorama projects on ecosystems that depict habitats and include camouflaged animals. The document aims to engage students in creative expression while meeting art and science objectives.
Basic elements of expression in art instructionsTania Rico
This document outlines an art assignment with three parts:
1. Experimenting with basic elements of art like dot, line, plane, texture, and color by dividing a paper into sections and creating abstract compositions in each using the different elements.
2. Investigating one of three artists (Paul Klee, Wassily Kandinsky, or Joan Miró) by researching their life, works, artistic period, and creating a presentation to share what was learned.
3. Reproducing a selected work by the researched artist through creating a grid, drawing the outline on cardboard, and adding color and details square by square while checking progress with teammates.
The document discusses various math manipulatives and activities that can be used in the classroom including color tiles, geoboards, toothpicks, playing cards, dice, and base-ten blocks. It provides examples of opening activities, explanations of why manipulatives are important, and cheap alternative manipulatives. The document also includes transcripts from video recordings of classroom lessons using these manipulatives and discussions of the mathematical concepts being taught.
The document provides instructions for a drawing techniques composite project. Students are asked to create a 18x24 composite design using 6 individual drawings of an object created with different drawing techniques. The techniques include contour, cross-contour, hatching, cross-hatching, stippling, value collage, and high-contrast drawings. Students are to practice the techniques in mini-labs before selecting techniques for the individual drawings and composing them into the final composite design. Reference materials and materials needed are also listed.
The document provides information and instructions for a school project to design and build a technological object to explore space. Students must choose between building a launch tower, communications tower, crane, or a model of the International Space Station. It outlines the requirements, materials, tools, and steps of the technological process for each project option. Students are assigned to groups of three and must research their options, sketch a design, gather materials and tools, construct their object, test it, and write a report, with the deadline being March 8th.
The document outlines the basics of architectural design taught by Dr. Yasser Mahgoub, including key topics, assignments, and exercises. It covers elements of architecture, environmental and human factors, building systems, history and theory of architecture, related disciplines, and the skills of analysis, creativity, composition, visualization, and communication through drawings. Students are assigned exercises to practice freehand sketching, organizing shapes using points lines and planes, bas-relief carving, using grids, and abstraction techniques. The goal is to develop students' knowledge, abilities, and technical skills in architectural design.
This document provides instructions for an assignment to create a topographic site model. Students are asked to take an existing topography plan and redesign the site contours to provide a level area for a 20' by 30' house. They must draw the new contour lines on the plan and build a 3D physical model at a 1/8" scale using corrugated cardboard or foamcore. The finished plan and model are due on August 31, 2009.
The document provides instructions for a student project to draw a wood framed structure wall section showing framing and finishing components between the foundation and roof. Students are asked to continue a foundation wall section drawing by adding framing elements like floor joists, wall studs, ceiling joists and roof rafters. The wall section should also include a window and door opening. Notes provide details on materials and sizes of structural elements.
The document announces a design competition to celebrate the bicentenary of Augustus Welby Pugin. Students are invited to submit wallpaper designs inspired by Pugin's work. The competition will have three rounds, with industry placements and cash prizes for winners. Submission requirements include design sketches, samples, and presentations at various stages.
1. This document outlines an assessment that introduces architecture students to visualizing and expressing space through on-site sketching on campus.
2. The objectives are to understand the notion of space, develop skills in visualizing space through observation and perception of a given site, and develop sketching skills as a communication mode.
3. Students are required to engage with the site by experiencing and recording through free-hand sketches a spatial sequence of their choice that includes both exterior and interior spaces, emphasizing solids and voids, openings, light/shadow, rhythm, details, textures, materials, landscape, and scale/proportion.
1. This document outlines an assessment that introduces architecture students to visualizing and expressing space through on-site sketching on campus.
2. The objectives are to understand the notion of space, develop skills in visualizing space through observation and perception of a given site, and develop sketching skills as a communication mode.
3. Students are required to engage with the site by experiencing and recording through free-hand sketches a spatial sequence of their choice that includes both exterior and interior spaces, emphasizing solids and voids, openings, light/shadow, rhythm, details, textures, materials, landscape, and scale.
The document provides materials and instructions for a series of area and perimeter challenges involving building rectangles with cardboard pieces and string lengths. Students are asked to build rectangles that meet specific area and perimeter criteria, sketch their solutions, and write number sentences to calculate the area and perimeter. There are four levels of increasing difficulty for practicing finding different rectangle dimensions that satisfy given conditions.
The document provides instructions for Project 1B which involves measuring, drawing diagrams, and presenting drawings of a given space. Students must measure and draw the space to scale, including a plan, elevations, section, bubble diagrams, axonometric sketch, and two detail drawings. They must compile the 8 drawings into an A3 folder presentation. The drawings will be evaluated based on proper techniques, measurements, annotations, ordering, and workmanship. Students will work in groups to measure the same space but complete individual drawings for submission by the deadline of 3PM on November 29th, 2013.
The document outlines the criteria and requirements for a student art project focused on representing a location. It provides guidelines for students to:
1) Record observations and information about their chosen location through drawings, photos, and models to develop their project intentions.
2) Experiment with different materials, techniques, and processes to develop their ideas and learn what works best for their goals.
3) Create test pieces and studies to refine their ideas before developing a final piece in response to their brief.
4) Plan and produce their final outcome using specialized methods and processes, choosing techniques that work effectively to represent their location.
5) Evaluate their project process and identify areas for improvement in future assignments.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be given a basic studio unit layout and must include appropriate furniture and architectural elements like doors, windows, and flooring in their drawings. They must submit preliminary progress drawings as well as final drawings including a layout plan, elevations, section, detail drawing, and perspective. The final drawings will be assessed based on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
ITD Drawing final project studio unit living_january 2015Madeline Liew
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be given a basic studio unit layout and must include appropriate furniture and architectural elements like doors, windows, and flooring in their drawings. They must submit preliminary progress drawings as well as final presentation drawings including a layout plan, elevations, section, detail drawing, and perspective. The final drawings will be assessed based on demonstrated understanding of drawing conventions, clarity and quality, and creativity in graphic communication.
ITD Drawing final project studio unit livingashleyyeap
This document outlines the final project assignment for an Introduction to Drawing course. Students will produce orthographic drawings of a basic studio unit layout including furniture. They must submit drawings of the layout plan, elevations, section, detail, and perspective by the deadline. The assessment will evaluate students' understanding of drawing conventions, clarity and quality of drawings, and creativity. Students must hand draw the orthographic drawings to scale using proper tools and techniques.
Drawing final project studio unit living_january 2015Leon Lim
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, compiled in an A4 proposal report. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, along with a furniture schedule. Drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of presentation, and creativity.
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
Best Digital Marketing Strategy Build Your Online Presence 2024.pptxpavankumarpayexelsol
This presentation provides a comprehensive guide to the best digital marketing strategies for 2024, focusing on enhancing your online presence. Key topics include understanding and targeting your audience, building a user-friendly and mobile-responsive website, leveraging the power of social media platforms, optimizing content for search engines, and using email marketing to foster direct engagement. By adopting these strategies, you can increase brand visibility, drive traffic, generate leads, and ultimately boost sales, ensuring your business thrives in the competitive digital landscape.
Practical eLearning Makeovers for EveryoneBianca Woods
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
3. Table of Contents
1 Collage Design
5 Letterform Abstraction
7 3 - Space Composition
17 Kiosk Concept
21 Sketches
4. Collage Design
The assignment was to
use assigned photographs
to create a presentation
collage to show at
least eight architectonic
elements. Students were
then asked to develop an
architectural model of their
collage on an 10x10 in
base using primarily foam
core, wood modeling sticks
and chipboard.
1
8. Letterform
Abstraction
Each student was assigned to
create a graphic figure ground
design with the letters of his
or her first and last name.
The letters were placed within
six inch squares, one letter
per square. The squares could
be placed in any orientation
of the paper. Each student
could choose to select from
Calisto MT, Arial Unicode, and
Bauhaus 93 as their lettering
font. The drawing utinsel
assign was a fade recistant
0.2mm black pen on vellum.
5
10. 3 Space
Composition
Each student was assigned to
create a 3 - space volumetric
form which a 160 cube
interlocked with a 120 cube
to create a 80 cube out of
foam core. After developing
the over all building form,
each student was asked to
replace sections of the foam
building form and replace
them with elements from the
given kit of parts. While doing
this, circulation had to be
taken into account in terms
of defining a 40 landing for
the entry way.
7
11. Each student was assigned to determine path through the
building in addition.
Secondly, a term was assigned for each student to
incorporate into the final design of their model including
the building and landscape on the building site. I was
assign datum.
Thirdly, presentation requirements included drawings of the
Floor Plans, Front and Side Elevations and a longitudinal
and Lateral Building Sections with people and a 45 Degree
Plan oblique drawn to 1/4" = 1'- 0". Also a Site Plan
drawn to 1" = 10'- 0".
8
20. 17
Informational
Kiosk
Within groups of three to
four, students developed
design charettes for a
informational kiosk on
the campus of Tuskegee
University. The structure
was to be primarily
constructed of recycled
plastic bottles.
24. Sketches
Five Sketches were
assigned each week. The
Sketches were categorized
into traced drawings,
drawings from printed
images and field drawings.
Sketches were evaluated
on technique and use of
shade and shadow.
21