This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
The document provides a script for a play set in a women's prison, Cell Block 33. It introduces the main characters which include prisoners like Carla and her gang, as well as guards like Mr. Watson. In the first scene, Carla establishes dominance over the new prisoners and intimidates them. One new prisoner, Yasmine, claims she was wrongly convicted of murder. In the second scene, the corrupt prison governor Ms. Sullivan manipulates guard Boris McKenzie into spying on the other guards for her in exchange for her favor with Mr. Watson.
Mallik Tatipamula is the Vice President of Service Provider and Cloud Solutions at F5 Networks. He has over 23 years of experience in telecommunications and networking technologies. The presentation outlines F5's perspective on deploying Network Functions Virtualization (NFV) in phases, beginning with simplifying the SGi network and virtualizing value-added services platforms, then virtualizing control plane functions and finally access and core network elements. The goals are to make networks more programmable, simplify operations, and lower costs through a flexible, software-based architecture.
1. The document outlines a design project for students to learn about design elements and principles through creating abstract artworks using natural and man-made objects.
2. It is divided into two parts - the first involves individually sketching design elements in nature and the built environment, and creating two abstract art paintings. The second part has students work in groups to create nine simple artworks using daily items to demonstrate design principles.
3. Students are assessed based on their understanding of design elements and principles as demonstrated through the originality, creativity, and quality of the artworks and presentation boards created.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select a base, fixtures to connect items, and apply one principle to each artwork. They must present the artworks and explain the applied principles on two presentation boards.
The objectives are to learn design processes, components, and principles. On completion, students should recognize and apply elements and principles
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select an item, base, and method of arrangement. They will apply one principle to each artwork, such as balance or asymmetry. The artworks and presentation boards will be assessed based on demonstrated understanding of elements and principles as well as creativity, technique, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
The document provides a script for a play set in a women's prison, Cell Block 33. It introduces the main characters which include prisoners like Carla and her gang, as well as guards like Mr. Watson. In the first scene, Carla establishes dominance over the new prisoners and intimidates them. One new prisoner, Yasmine, claims she was wrongly convicted of murder. In the second scene, the corrupt prison governor Ms. Sullivan manipulates guard Boris McKenzie into spying on the other guards for her in exchange for her favor with Mr. Watson.
Mallik Tatipamula is the Vice President of Service Provider and Cloud Solutions at F5 Networks. He has over 23 years of experience in telecommunications and networking technologies. The presentation outlines F5's perspective on deploying Network Functions Virtualization (NFV) in phases, beginning with simplifying the SGi network and virtualizing value-added services platforms, then virtualizing control plane functions and finally access and core network elements. The goals are to make networks more programmable, simplify operations, and lower costs through a flexible, software-based architecture.
1. The document outlines a design project for students to learn about design elements and principles through creating abstract artworks using natural and man-made objects.
2. It is divided into two parts - the first involves individually sketching design elements in nature and the built environment, and creating two abstract art paintings. The second part has students work in groups to create nine simple artworks using daily items to demonstrate design principles.
3. Students are assessed based on their understanding of design elements and principles as demonstrated through the originality, creativity, and quality of the artworks and presentation boards created.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select a base, fixtures to connect items, and apply one principle to each artwork. They must present the artworks and explain the applied principles on two presentation boards.
The objectives are to learn design processes, components, and principles. On completion, students should recognize and apply elements and principles
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select an item, base, and method of arrangement. They will apply one principle to each artwork, such as balance or asymmetry. The artworks and presentation boards will be assessed based on demonstrated understanding of elements and principles as well as creativity, technique, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks by specified dates and be prepared for pin up tutorial sessions to present their work. They will be assessed based on demonstrated understanding of design elements, principles, composition, originality, creativity, and quality of presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items to demonstrate design principles, elements, and composition. Students must choose items, a base, and methods to arrange the items. They will apply 9 principles like balance and asymmetry. They must present the artworks and explain the principles on boards.
The project aims to help students recognize and apply design elements and principles through observation
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
A prism is a solid geometric shape with identical cross-sectional areas and two faces that are identical, parallel polygons. There are different types of prisms including triangular, rectangular, pentagonal, and hexagonal prisms. To solve prisms, you calculate the surface area as 2 times the area of the base plus the perimeter of the base times the height, and the volume as the area of the base times the height. Prisms can also be regular, irregular, right, or oblique depending on the shape of their cross-sections and angles. The document provides examples of calculating surface areas and volumes of various prisms.
The document summarizes key concepts from social psychology including stereotyping, operant conditioning, altruism, social learning, and the looking-glass self. It provides definitions and examples of how each concept applies to characters in a comic script about a student named Calvin who helps a bully named James with his studies. Calvin's father stereotyped him based on his appearance. Mrs. Lee used operant conditioning by complimenting Calvin's work. Calvin acted altruistically in helping James despite past unhappiness. James bullied others after learning from his abusive father through social learning. James formed his self-image based on how others judged him, relating to the looking-glass self concept.
- The document appears to be journal entries from a student's social psychology class.
- In the first entry, the student discusses how their performance improves in group settings due to social facilitation and social loafing effects. They work harder in groups but become lazy working alone.
- In subsequent entries, the student explores how self-serving biases, self-fulfilling prophecies, and confirmation bias influence their own behaviors and perceptions. They take credit for success but blame outside factors for failures. Having high expectations placed on them has motivated the student to fulfill those expectations.
This document provides information about two pet shops - K9 Pet Shop in Penang and Petsmore in Klang Valley. It describes their basic information, history, types of pets sold, competitors and competitive strategies. While K9 Pet Shop is a home-based business focusing only on dogs, Petsmore is a larger commercial chain with 20 branches selling various pets. The document analyzes their differences and provides recommendations for each shop to improve.
This document discusses 4 murals painted in Penang, Malaysia. The first mural by Simon Tan depicts an old lady and her grandson laughing together. The second mural by Ernest Zacharevic shows a little girl in blue practicing kung fu. The third mural by Kang Blabla features a boy worriedly sitting on books with books floating around him. The last mural by Michelle Yeoh portrays children excitedly walking toward a pink, imaginative world holding balloons. For each mural, the document provides details on the artist and analyzes concepts conveyed through symbols and visual elements.
Mr. Tan Teik Poh started K9 Pet Shop in 1998 in his home in George Town, Penang. It has since expanded to a 3-story shop house, employing 3 workers and family members. Starting as a dog training center in 1982, the pet shop now sells pets and pet supplies, managed by Ivan Soon since 2005 to expand its online presence beyond its sole physical shop in Penang.
This document provides a compare and contrast essay analyzing the science fiction films Avatar and Chappie. It summarizes that while both films are categorized as science fiction, they differ in their setting, scientific fields depicted, relationships between main characters, and cultures shown. Avatar is set on an alien moon and focuses on biology, showing a romantic relationship and Hindu culture. Chappie is set in Johannesburg and focuses more on physical science and artificial intelligence, depicting a family relationship between main characters and gangster culture. Overall, the document analyzes how the two films differ significantly in many elements despite both being science fiction genre films.
This document outlines an assignment for a comparative research project on two similar businesses in different locations. Students will form groups to research and analyze two businesses within the same industry, one located in the Klang Valley and the other elsewhere in Malaysia. They will conduct primary research through interviews and observations, as well as secondary research using various sources. Students must prepare a 2,500-3,000 word written report following APA style guidelines and present their findings to the class in a 20-25 minute presentation. The report and presentation will be assessed based on topics covered, structure, and presentation skills.
The document summarizes research on the domestication of dogs. It discusses how genetic research has found that dogs were domesticated earlier than previously thought, between 15,000-40,000 years ago. While East Asia was thought to be the locus of first taming, the research found high genetic diversity in African village dogs as well, suggesting domestication occurred there simultaneously. To learn more about when and where traits were first selected, the researchers plan to analyze specific regions of the dog genome and work with archaeologists. The summary provides key details about the research and its goal of better understanding early human-dog relationships.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks by specified dates and be prepared for pin up tutorial sessions to present their work. They will be assessed based on demonstrated understanding of design elements, principles, composition, originality, creativity, and quality of presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items to demonstrate design principles, elements, and composition. Students must choose items, a base, and methods to arrange the items. They will apply 9 principles like balance and asymmetry. They must present the artworks and explain the principles on boards.
The project aims to help students recognize and apply design elements and principles through observation
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
A prism is a solid geometric shape with identical cross-sectional areas and two faces that are identical, parallel polygons. There are different types of prisms including triangular, rectangular, pentagonal, and hexagonal prisms. To solve prisms, you calculate the surface area as 2 times the area of the base plus the perimeter of the base times the height, and the volume as the area of the base times the height. Prisms can also be regular, irregular, right, or oblique depending on the shape of their cross-sections and angles. The document provides examples of calculating surface areas and volumes of various prisms.
The document summarizes key concepts from social psychology including stereotyping, operant conditioning, altruism, social learning, and the looking-glass self. It provides definitions and examples of how each concept applies to characters in a comic script about a student named Calvin who helps a bully named James with his studies. Calvin's father stereotyped him based on his appearance. Mrs. Lee used operant conditioning by complimenting Calvin's work. Calvin acted altruistically in helping James despite past unhappiness. James bullied others after learning from his abusive father through social learning. James formed his self-image based on how others judged him, relating to the looking-glass self concept.
- The document appears to be journal entries from a student's social psychology class.
- In the first entry, the student discusses how their performance improves in group settings due to social facilitation and social loafing effects. They work harder in groups but become lazy working alone.
- In subsequent entries, the student explores how self-serving biases, self-fulfilling prophecies, and confirmation bias influence their own behaviors and perceptions. They take credit for success but blame outside factors for failures. Having high expectations placed on them has motivated the student to fulfill those expectations.
This document provides information about two pet shops - K9 Pet Shop in Penang and Petsmore in Klang Valley. It describes their basic information, history, types of pets sold, competitors and competitive strategies. While K9 Pet Shop is a home-based business focusing only on dogs, Petsmore is a larger commercial chain with 20 branches selling various pets. The document analyzes their differences and provides recommendations for each shop to improve.
This document discusses 4 murals painted in Penang, Malaysia. The first mural by Simon Tan depicts an old lady and her grandson laughing together. The second mural by Ernest Zacharevic shows a little girl in blue practicing kung fu. The third mural by Kang Blabla features a boy worriedly sitting on books with books floating around him. The last mural by Michelle Yeoh portrays children excitedly walking toward a pink, imaginative world holding balloons. For each mural, the document provides details on the artist and analyzes concepts conveyed through symbols and visual elements.
Mr. Tan Teik Poh started K9 Pet Shop in 1998 in his home in George Town, Penang. It has since expanded to a 3-story shop house, employing 3 workers and family members. Starting as a dog training center in 1982, the pet shop now sells pets and pet supplies, managed by Ivan Soon since 2005 to expand its online presence beyond its sole physical shop in Penang.
This document provides a compare and contrast essay analyzing the science fiction films Avatar and Chappie. It summarizes that while both films are categorized as science fiction, they differ in their setting, scientific fields depicted, relationships between main characters, and cultures shown. Avatar is set on an alien moon and focuses on biology, showing a romantic relationship and Hindu culture. Chappie is set in Johannesburg and focuses more on physical science and artificial intelligence, depicting a family relationship between main characters and gangster culture. Overall, the document analyzes how the two films differ significantly in many elements despite both being science fiction genre films.
This document outlines an assignment for a comparative research project on two similar businesses in different locations. Students will form groups to research and analyze two businesses within the same industry, one located in the Klang Valley and the other elsewhere in Malaysia. They will conduct primary research through interviews and observations, as well as secondary research using various sources. Students must prepare a 2,500-3,000 word written report following APA style guidelines and present their findings to the class in a 20-25 minute presentation. The report and presentation will be assessed based on topics covered, structure, and presentation skills.
The document summarizes research on the domestication of dogs. It discusses how genetic research has found that dogs were domesticated earlier than previously thought, between 15,000-40,000 years ago. While East Asia was thought to be the locus of first taming, the research found high genetic diversity in African village dogs as well, suggesting domestication occurred there simultaneously. To learn more about when and where traits were first selected, the researchers plan to analyze specific regions of the dog genome and work with archaeologists. The summary provides key details about the research and its goal of better understanding early human-dog relationships.
This document provides instructions for a school project on examining the similarities and differences between Eastern and Western civilizations through drama. Students will research and analyze assigned timelines to create a group performance and individual character journal. The group performance involves acting out a scene from their timeline. Individually, students must create an A5 journal on their character including sketches, research, and packaging design. Students will be evaluated on their general understanding, content, and creativity in both their group performance and individual journal.
This document provides instructions for a project on art, architecture, and culture. Students are asked to research places of interest related to a given theme and document them photographically in a coffee table book. The project involves three parts: literature research on historical, architectural, and social aspects of sites; designing a 20-page coffee table book presenting findings; and a 1-minute video montage of photos. Students will be evaluated on general understanding, content, creativity, and originality based on criteria such as thoroughness of research, effectiveness of communication, and demonstration of critical thinking. The document outlines learning objectives, tasks, submission requirements, and a tutorial schedule for completing the project.
This document highlights 10 examples of colonial architecture in Kuala Lumpur that showcase fusion of different styles. It describes buildings like the Malayan Railway Administration Building, which combines Greek columns with Islamic domes. The Kuala Lumpur Railway Station emphasizes Moorish elegance with features like minarets and arches. Other buildings mentioned, like the National Textile Museum and Sultan Abdul Samad Building, blend British and Islamic designs. Overall the document shows how colonial-era architecture in Kuala Lumpur fused Western and Asian influences.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
INTRO TO DESIGN - ARC30205
Prerequisite: None
Lecturers: Ms Delliya Zain & Ms Sufina Abu Bakar & Ms Shazreene Shamsuddin
Project 1
Getting To Know Elements & Principles of Design through 2D Abstract Art
10% Individual +20% Group Work (out of the 100% overall marks)
Site Visit: 7th February 2015 at Taman Botanic Putrajaya
Individual Component Submission: 13th March 2015
Group Component Submission: 3rd April Presentation atCODA
Introduction
This project is divided into 2 important parts. The first part is about getting to know the basic design
elements through observing nature and the built environment by sketching the apparent and concealed
design elements in both environments. The second part will concentrate on familiarizing design principles
through composing simple art work using simple daily items. Both parts are basically dealing with 2D
artwork.
Objectives of Project
The objectives of this project;
1. To learn the design process and design components such as sketching, drawing conventions,
observation, investigation and production of presentation.
2. To form a comprehensive understanding of the basic principles, elements and design process at an
appropriate level.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. To recognize and identify design elements and design principles.
2. To apply the design elements and design principles in simple projects.
Any time one or more
things are consciously put together
in a way that they can accomplish something better
than they could have accomplished individually,
this is an act of design.
(Charles Eames)
2. 2
Tasks - Methodology
PART 1A – Sketching Elements of Design in Nature and the Build Environment- INDIVIDUAL
Individually students are required to observe nature and the build environment and capture design elements
apparent or unseen with their bare eyes. Students are required to sketch their findings, understanding and
interpretation of basic design elements on white A5 art block paper. In total 10 A5 sketches. In addition
students are to produce 1 piece of A4 size artworks to explore further the basic elements of design inspired
by nature. Students are required to sketch the followings and to include an explanation page(s) for each
item behind the artwork to further explain and identify the required elements of design through simple
diagrams;
Students are required to further understand and research each design elements to help them see,
understand, record, sketch and explain in the explanation page.
For all item, students are required to sketch using 2B pencil or felt pen / art line pen for these
sketches. For each sketch, it should not be all 2B pencil or all felt pen.
For E, J and K, students are may use water colour, pastel, markers and pencil colour.
For K students may use any medium and paper.
Students are required to prepare it according to Fig 1.0 Project One A – Submission Layout.
3. 3
PART 1B –Daily Items Artwork Exploring Principles of Design – IN GROUPS
In groups students are required to create nine simple contemporary abstract art works using the given
daily materials to show their understanding of design principles, elements and composition. As for the final
submission and presentation, students are required to display all nine artwork as one artwork and to include
2x A2 presentation board explaining about the design principles, design elements and composition that is
applied to the artwork. Students may also elaborate about the theme or ideas and the techniques and
consideration used to make the art work.
Please follow these instructions;
STEP ONE: Firstly students will randomly accept one of the following items to create the artwork; (only
choose one type and one colour and one size if it applies to the items)
A.Plain Fabric B.Plastic Bags C. Tracing Paper
D. Corrugated Card Board E. Metal Wires F. Plastic Raffia
STEP TWO: Select one of the followings as the most suitable base for all nine artwork. (The base should
be A4 size and should use as it is – the original state– no paint work or spraying etc.)
A.Using the same given item as
the base.
B. Not using any base.
(each artwork can work or be
presented without a base)
C. Canvas with frame
D. Plywood E. Clear Perspex/Acrylic F.Wire/Plastic Mesh
4. 4
STEP THREE: Select one of the followings as the most suitable fixtures or connecters or methods to
arrange or attach the items together as an art work for all nine artwork. If possible these supporting items
should be less obvious in the art work. Students are NOT allowed to use any form of glue, double sided
tape, masking tape or Sellotape or sticky tapes etc.
A.
Method: sewing
Material: using thread or
monofilament (tali tangsi)
B.
Method: tying
Material: using strings or threads
C.
Method: any method
Material: using wires
D.
Method: pin
Material: Using needle pin
E.
Method: attached
Material: using paper fastener
F.
Method: any method
Material: using the items given
STEP FOUR: Select nine principles from the followings. One principle for each artwork.
Balance Asymmetry Proportion Contrast Variety
Dominance Pattern/ Repetition Movement Centralized
Emphasis Radial Random Rhythm
Balance Symmetrical Unity Hierarchy Dynamic
STEP FIVE: Explore and understand your items and materials. Look at the characteristic, limitation and
possibilities etc. It is Best is to really look at your item and base from all perspectives.
Explore and understand thoroughly the nine principles. You will need to consider the composition and
apply the rules of thirds or the golden rule. In each artwork you will need to also include design
element(s) – such as shape or lines or dot or space or even texture.
Through your exploration and research, come up with the best theme or approach that will tie all your nine
artwork together. It is best to look at the given items for the best suitable theme. And start planning for the
presentation boards.
STEP SIX: Follow the schedule below;
W5
No tutorial – unless
by appointment
Take time to discuss and play around with the items and materials as a group.
Come up with as many options of theme, techniques and inspirations etc. Make
mock up models etc. Draw up the presentation layout and structure the content.
W6
20/3 Tutorial
This will be a pin up tutorial session. You are required to present your findings and
understanding of the materials, techniques etc. and show as many options of the
art work each on as an A4 size artwork. Show the possible 9 artworks and its
principles. Show the draft the presentation board layout and content on butter paper
at A2 size. Show as much progress as possible.
W7
27/3 Tutorial
Show final progress on the theme, techniques, the principles, and composition etc
of the 9 art works. And the presentation board layout, diagrams, content, method
and materials. (to get final approval before submission)
W8
3/4 Presentation
You are required to set up on the 2nd of April at CODA.
PROJECT ONE B – Presentation- time TBC.
5. 5
Submission Requirement
PART 1A – Submission Week 5 – 13th of March 2015, Friday 3PM
The orientation of the drawings should be all the same. Please refer to Fig O1.
Students are required to paste the explanation page(s) behind the sketches beautifully.
The explanation page should include diagram(s) and key words to explain further about the design
elements that you are emphasising on the sketch. Please provide a small photo of the subject/item
drawn and it must be from the site. Do not use the photo for explanation. All explanation must
be hand drawn and hand written. (Architecture handwriting)
The subject/item A-E, should be all natural elements.
The subject/item F-J, should be about the build environment. (not people -example portrait)
The abstract art for K, should be original. You may get inspiration from other sources but you need
to make it your own style. But it is best if it was you own idea.
Please write the labels and title using white pencil and it has to be architecture hand writing.
The A2 mounting board must be black.
PART 1B – Submission & Presentation Week 8 – 3rd of April 2015, Friday (time TBC)
Students are given 3 minutes for verbal presentation.
To arrange the daily item together and to attach it to the base, students are only allowed to use
only one of the selected items as given above on page 4.
For the presentation boards, student may use any type of boards or material, all information
will need to be handwritten in architectural handwriting and hand drawn, printed images are
not allowed, please apply CRAP design principles, and only use collage technique with the
approval of your tutor.
The content of the presentation boards should be about the theme, items, technique however it
should focus more on the nine principles of the artwork plus the composition and design elements.
All this should be in point form, short sentences, diagrams and sketches. (hand written with
architecture handwriting)
The artwork should not represent any object or images or symbols. This is an abstract art.
Please use shapes, lines, dots etc.
You will be presenting in CODA please plan how to exhibits your art work.
The final artwork should be arrange in this manner;
6. 6
Assessment criteria
The assessment for this assignment will be based on your
Demonstrated understanding of design element and design principles and composition on the
artwork.
Originality, creativity, theme/concept, appropriate technique and workmanship quality of the
artwork and presentation boards to enhance the design elements and principles.
Clarity and content of the explanations of elements and principles of design on the presentation
boards.
Marking criteria
Marks shall be distributed as follows:
PART 1A -
Demonstrated understanding of design element on the artwork. 2%
Clarity and content of the explanations of elements of design. 3%
Originality, creativity, appropriate technique and element and workmanship quality
of the artwork. 5%
Total 10%
PART 1B -
Demonstrated understanding of design principles and meeting the requirements 3%
Clarity and structure of content, importance of content, structured layout, diagrams
application, design vocabularies on the presentation boards design and workmanships. 7%
Originality, creativity & appropriate of techniques, appropriate theme and approaches,
workmanship quality of the artwork and the aesthetic value of the artwork. 10%
Total 20%
NOTE: PLEASE BE INFORMED THAT INVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED BASED ON PEER
EVALUATION AND INSTRUCTUR’S EVALUATION ON INDIVIDUAL PERFORMANCE OF A GROUP MEMBER.
Suggested References
These are just some links that should start you with your independent learning through research. Please
don’t just refer to these links. There are books on the module outline as well.
1. http://www.makart.com/resources/artclass/simple.html
2. http://www.art21.org/teach/on-contemporary-art/contemporary-art-in-context
3. http://nwrain.net/~tersiisky/design/principles.html
4. http://www.ehhs.kent.edu/community/vlo/index.html
All sketches, doodles, research, planning, discussion to be place in the e-portfolio. It’s the
responsibility of every student to make sure they record the process and final product of their work.
Please take a picture of your art work (1B) and SCAN the sketches (1A) before submission and keep
the art work save until the end of semester.