Cts assignment 03
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瑞田 吳The document provides instructions for an assignment on creative thinking skills. Students are asked to take an initial idea from prior mind mapping or workshop exercises and apply the SCAMPER technique to generate new ideas by substituting, combining, adapting, modifying, putting to other uses, eliminating, and rearranging elements of the initial idea. Students must then select the best new idea, create a prototype embodying that idea, and document the process in an idea journal. The goal is to practice innovative thinking techniques to develop original ideas.
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This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture theories, principles, and applications. It will be delivered through lectures, tutorials, presentations, field trips, and discussions. Students will complete projects on landscape types, sustainable design implementation, and an individual final project applying the anatomy of a landscape project. The module aims to help students recognize landscape elements, explain landscape's role in sustainability, and apply landscape project basics. Students will be assessed through individual and group projects, presentations, and an online portfolio demonstrating their learning outcomes and graduate capabilities.
Landscape project proposal
This document outlines the requirements and assessment criteria for a landscape design project proposal. Students will work in their original groups to design a small-scale landscape for one of five sites contexts. They must submit a proposal booklet containing drawings that illustrate the project description, conceptual design process, and master plan. The drawings will be assessed based on demonstrated understanding of the brief, creative design ideas and representation, and quality of graphic communication. Successful completion of the project will demonstrate students' understanding of landscape design components and representation of design ideas.
Project 1
1. The document provides instructions for a graphic journal project on landscape architecture as part of a Constructed Landscape module.
2. Students are required to produce a travel sketch journal documenting their trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
3. The project aims to develop students' visual communication skills through sketching, observation, and application of graphic techniques to represent the landscape.
Project 2
1. The document outlines the requirements and assessment criteria for a group project to analyze an existing park site in Malaysia.
2. Students must conduct fieldwork to inventory the site's characteristics, activities, circulation, plantings, and materials. They will analyze this data and synthesize a conceptual design solution in one diagram.
3. The project will be presented in 4-6 presentation boards and assessed based on understanding the brief, research depth and quality, graphic communication skills, and team collaboration.
Assignment 02 masks
This document provides the brief and requirements for an assignment asking students to create a mask representing their personal journey or goals. Students are asked to apply Joseph Campbell's concept of the monomyth, or hero's journey, to describe what stage of life they are currently in. They must create a wearable, aesthetically pleasing mask using found or paper materials. The mask should be an original representation of the student's character and resolution. It will be evaluated based on fluency, flexibility, originality, and elaboration of ideas as well as the overall design and wearability of the final mask.
Final project brief
This document provides the criteria and requirements for the final project assignment in the DST30204 Creative Thinking Skills course. Students must work in teams to create a 5-minute short film telling a story that features their prototype as an important part of the narrative. The film must be uploaded to YouTube and obtain 200 views. It will be graded on story structure, emphasis on the prototype, and adherence to the specified genre. Students must also blog weekly about their progress and the timeline includes deadlines for the storyline, editing, and final upload. Individual and group marks will be awarded based on proposals, teamwork, and the quality of the final outcome.
Cts module outline handout 11082015_v01
This document outlines a module on creative thinking skills. The module aims to develop students' critical and creative thinking abilities through applying various thinking techniques and strategies. It is an 18-week course worth 4 credits that involves lectures, tutorials, and assignments. Students will learn key concepts like divergent and convergent thinking. They will complete assignments applying these concepts, like keeping an idea journal. The final assessment involves an individual presentation and group project presenting their ideas. The module aims to provide skills that support students' learning in their field of study.
Enbe final project r ev b
This document outlines the requirements for Project Two of the Elements of Natural Built Environment course. It has two parts:
Part A is an individual assignment to create an A4 booklet investigating and describing a town or city, including its history, principles of urban planning, and guidelines for better future towns.
Part B is a group assignment to propose a new, improved "town center" through A2 presentation boards and a physical model. The town center design must consider geometry, sustainability, green space, and features to meet the population's needs.
The goals are to understand components of the built environment, examine the relationship between nature and development, and apply lessons to planning a livable future town center.
Enbe project one july 2015
1. Students will visit Taman Negara national park from August 21-23, 2015 as part of a project to experience and document nature.
2. They must complete individual and group assignments including a 5-7 minute documentary video as a group, informational pop-up posters as a group, and a photo scrapbook journal individually.
3. The assignments aim to create awareness of natural elements and allow students to appreciate nature through documenting their experiences at Taman Negara, Malaysia's largest national park.
Module outline enbe dmz 06082015 july2015
This document provides information about a module called "Foundation in Natural and Built Environments" at the School of Architecture, Building & Design. The 5-credit, 18-week module aims to expose students to natural and built environments through lectures, tutorials, self-study, and site visits. Students will learn to recognize different natural and built environment elements, describe their characteristics, analyze their relationships, and communicate their observations. The module uses student-centered learning approaches and assessments include class participation, presentations, and a final exam.
Ici town planner
Town planners formulate broad-based community goals to ensure land is used effectively to meet housing, economic, transportation, and other needs. They are not involved in construction but rather create overall layout plans. References are provided on the roles and responsibilities of town planners from various sources.
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- 1. Creative Thinking Skills DST30204/ARC30104 CTS Assignment 03 Synopsis: After working in some workshops facilitated by your tutors regarding mind-mapping and other exercises, you would have obtained and generated some ideas! There would have been some strategies, which you have used to provide the subject matter to work with. But would this be enough? Can we take this further? Can this be an original idea? How far can you go to innovate? Remember the ‘formula’: Imagination + creativity = innovation! Imagination: your mental abilities to brainstorm and present your ideas! Creativity: the ability to translate the imagination onto surface! Sketching and illustrating them. Innovation: modifying them further and bringing them to life! Synectics is the process of bringing all the process of modifications and hybridization together to form an original idea! However let’s use SCAMPER! The Brief: Use SCAMPER technique to stretch the existing idea and create an original idea! This will involve combinations and the synectic process! Task: Select the best idea from your ideation mind-maps, workshops/exercises and subject this idea to seven processes of SCAMPER. Substitute -‐ Idea 2 Idea 01 Combine -‐ Idea 3 Adapt -‐ Idea 4 Modify, miniaturize, magnify -‐ Idea 5 Put to other uses -‐ Idea 6 Eliminate -‐ Idea 7 Reverse or rearrange -‐ Idea 8 Pick one of the SCAMPER ideas, which best fulfills your goal and objective! Use that final idea to create the final prototype! Bear in mind, that you might subject it to more modifications as you are constructing it! That is okay as along as you indicate this in your IDJ! Criteria (read and understand): • This is primarily an individual assignment. Other arrangements are at the discretion of the respective lecturers. They MUST be consulted! • All ideas MUST be illustrated will good finishing! In the IDJ • Must have good quantity of ideation processes! • The prototype must be constructed well and intelligently with excellent finishing quality! • Presentation of the prototype MUST be accompanied with the visuals in your IDJ or with your IDJ. These are evidence, which supports your final work! Tips: - Refer to the assessment rubric for guide in obtaining your best scores! - Always remember to quantify your ideas! Therefore talking about your ideas will help! - For extra and bonus scores, capture the construction of your final product using time- lapse (optional) - Use any material - No limit to the size and type of the final outcome as long as it is intelligently designed and constructed – take into consideration, transporting it, weather, fragility and etc - Remember, this isn’t an art project! This is an ideation project! CTS is about ideas and innovation! So if you are from another discipline, and if you want to relate to an aspect of your discipline! - Video tutorial is available at: https://youtu.be/sW_ChwWSCRQ This assignment is valued at 10% (20 point score obtainable from the assessment rubric)