This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork, and present their group's nine artworks along with explanation boards. The project aims to help students recognize and apply design elements and principles through observation and creative works. Assessment will consider students' understanding of elements and principles, as well as the originality and quality of their submissions.
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 discusses weaknesses in the design of an unnamed site. It identifies four specific weaknesses: 1) the small roundabout's plain design and lack of decorations, 2) the narrow road around the small roundabout that could cause traffic jams, 3) the uncovered sky deck corridor next to the pickup/drop-off area that could become wet and slippery during rain, and 4) the lack of cover from the guard house to the pedestrian walkway during sunny and rainy days, causing inconvenience for the public. It also includes several figures and charts about traffic congestion, the underground carpark entrance, the sky deck design, and public convenience and views.
The document summarizes the landscape and biological attributes of the Taylor's University Lakeside Campus site. It describes the types of plants and trees found on the 27 acre site, including trees like Hopea Odorata, Samanea Saman, and Eugenia Oleina. It also lists various flowering shrubs, groundcovers, and foliage plants. Birds like sparrows are also present. The landscape helps create an attractive environment and positive impression of the university.
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 discusses weaknesses in the design of an unnamed site. It identifies four specific weaknesses: 1) the small roundabout's plain design and lack of decorations, 2) the narrow road around the small roundabout that could cause traffic jams, 3) the uncovered sky deck corridor next to the pickup/drop-off area that could become wet and slippery during rain, and 4) the lack of cover from the guard house to the pedestrian walkway during sunny and rainy days, causing inconvenience for the public. It also includes several figures and charts about traffic congestion, the underground carpark entrance, the sky deck design, and public convenience and views.
The document summarizes the landscape and biological attributes of the Taylor's University Lakeside Campus site. It describes the types of plants and trees found on the 27 acre site, including trees like Hopea Odorata, Samanea Saman, and Eugenia Oleina. It also lists various flowering shrubs, groundcovers, and foliage plants. Birds like sparrows are also present. The landscape helps create an attractive environment and positive impression of the university.
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.
This document outlines the requirements and structure for a design process journal assignment worth 20% of a grade. It consists of 5 exercises: 1) Understanding a toy through exploration diagrams; 2) Transforming keywords into design elements; 3) Researching display boxes; 4) Compiling a portfolio in A4 format of the design process; and 5) Creating a magazine cover highlighting information about the toy character through hand-drawn diagrams, sketches, and annotations. The journal must be between 5-15 pages in A4 or A3 format using any paper type and template provided, showing the process of ideas, explorations, and research through visuals.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on randomly assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore the assigned word, develop 2D drawings, and use materials like foam, cardboard, and wire to create 3D models representing the word.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature, presenting design proposals and references from their design process journal.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The objectives are to learn design processes and components, and understand design principles, elements, and composition. Students will be assessed based on their demonstrated understanding of these concepts in their work.
This document contains Hazel Razon Crisostomo's summaries of concepts from her social psychology course, including Abraham Maslow's hierarchy of needs, self-verification theory, illusion of control, cognitive dissonance, and persuasive messages. Hazel provides personal examples for how each concept relates to her own experiences, such as overcoming financial difficulties after her father's death and pursuing his dream of overseas study. She emphasizes the importance of staying positive, dealing with life's challenges, and being an inspiration to her siblings.
This document contains Hazel Razon Crisostomo's summaries of concepts from her social psychology course, including Abraham Maslow's hierarchy of needs, self-verification theory, illusion of control, cognitive dissonance, and persuasive messages. Hazel provides personal examples for how each concept relates to her own experiences, such as overcoming financial difficulties after her father's death and pursuing his dream of overseas study.
This document outlines a charity drive organized by a group of 4 students to raise funds for Children's Wish Society of Malaysia. The group sold fresh fruits, fruit juices, doughnuts, and other snacks over a week on their university campus. They raised a total of RM3070, exceeding their goal of RM2500. The group's products were competitively priced and they promoted through social media, posters, and face-to-face conversations to explain the charity initiative. Two group members also sponsored products to help increase profits for the charity.
The document is a report for a social psychology assignment consisting of 5 sections. It includes an introduction outlining the assignment requirements to produce a video and presentation applying 5 social psychology concepts. The document then describes the method used, including choosing concepts of stereotype, attitude formation, confirmation bias, social loafing, and ingratiation. It summarizes the video depicting a group project demonstrating these concepts. Finally, it discusses each concept in detail and provides a link to the video.
Jamie and Anne were forced to join Jack's group project despite Jack's sexism towards women. As sales promoters, Jamie and Anne were extrinsically motivated to sell more products to earn a high grade. Jamie struggled at first but learned promotion skills from observing other groups, demonstrating social learning. The group changed their persuasive marketing strategy with a sale to attract more buyers. After earning a B+, Jack realized through upward counterfactual thinking that working together with Jamie and Anne could have led to a higher grade.
This document summarizes 5 concepts from a group work video:
1. Stereotyping - Erica and Shze Hwa stereotyped Joel as smart based on hearsay, not experience.
2. Explicit attitudes - Erica and Shze Hwa agreed with Joel due to positive stereotypes, while Nigel disagreed due to negative attitudes.
3. Confirmation bias - Nigel sought to confirm his belief that Joel was not as good by catching Joel on his phone instead of working.
4. Social loafing - Joel felt Erica and Shze Hwa contributed less being absent than when present with the group.
5. Ingratiation - The group ingratiated the lecturer with food to
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.
This document outlines the requirements and structure for a design process journal assignment worth 20% of a grade. It consists of 5 exercises: 1) Understanding a toy through exploration diagrams; 2) Transforming keywords into design elements; 3) Researching display boxes; 4) Compiling a portfolio in A4 format of the design process; and 5) Creating a magazine cover highlighting information about the toy character through hand-drawn diagrams, sketches, and annotations. The journal must be between 5-15 pages in A4 or A3 format using any paper type and template provided, showing the process of ideas, explorations, and research through visuals.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on randomly assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore the assigned word, develop 2D drawings, and use materials like foam, cardboard, and wire to create 3D models representing the word.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature, presenting design proposals and references from their design process journal.
This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The objectives are to learn design processes and components, and understand design principles, elements, and composition. Students will be assessed based on their demonstrated understanding of these concepts in their work.
This document contains Hazel Razon Crisostomo's summaries of concepts from her social psychology course, including Abraham Maslow's hierarchy of needs, self-verification theory, illusion of control, cognitive dissonance, and persuasive messages. Hazel provides personal examples for how each concept relates to her own experiences, such as overcoming financial difficulties after her father's death and pursuing his dream of overseas study. She emphasizes the importance of staying positive, dealing with life's challenges, and being an inspiration to her siblings.
This document contains Hazel Razon Crisostomo's summaries of concepts from her social psychology course, including Abraham Maslow's hierarchy of needs, self-verification theory, illusion of control, cognitive dissonance, and persuasive messages. Hazel provides personal examples for how each concept relates to her own experiences, such as overcoming financial difficulties after her father's death and pursuing his dream of overseas study.
This document outlines a charity drive organized by a group of 4 students to raise funds for Children's Wish Society of Malaysia. The group sold fresh fruits, fruit juices, doughnuts, and other snacks over a week on their university campus. They raised a total of RM3070, exceeding their goal of RM2500. The group's products were competitively priced and they promoted through social media, posters, and face-to-face conversations to explain the charity initiative. Two group members also sponsored products to help increase profits for the charity.
The document is a report for a social psychology assignment consisting of 5 sections. It includes an introduction outlining the assignment requirements to produce a video and presentation applying 5 social psychology concepts. The document then describes the method used, including choosing concepts of stereotype, attitude formation, confirmation bias, social loafing, and ingratiation. It summarizes the video depicting a group project demonstrating these concepts. Finally, it discusses each concept in detail and provides a link to the video.
Jamie and Anne were forced to join Jack's group project despite Jack's sexism towards women. As sales promoters, Jamie and Anne were extrinsically motivated to sell more products to earn a high grade. Jamie struggled at first but learned promotion skills from observing other groups, demonstrating social learning. The group changed their persuasive marketing strategy with a sale to attract more buyers. After earning a B+, Jack realized through upward counterfactual thinking that working together with Jamie and Anne could have led to a higher grade.
This document summarizes 5 concepts from a group work video:
1. Stereotyping - Erica and Shze Hwa stereotyped Joel as smart based on hearsay, not experience.
2. Explicit attitudes - Erica and Shze Hwa agreed with Joel due to positive stereotypes, while Nigel disagreed due to negative attitudes.
3. Confirmation bias - Nigel sought to confirm his belief that Joel was not as good by catching Joel on his phone instead of working.
4. Social loafing - Joel felt Erica and Shze Hwa contributed less being absent than when present with the group.
5. Ingratiation - The group ingratiated the lecturer with food to
Bus30104 intro to biz assignment business plan jan 2015hazel_crisostomo
- Students will form groups of up to 4 members to develop a business plan and give a 10-minute presentation on their proposed business. They will analyze factors like the target market, marketing strategies, management structure, and 3-year financial projections.
- The project aims to help students understand different business types, and key aspects of human resources, marketing, production, and finance. Successful completion will demonstrate how internal/external factors affect operations and business goals/functions.
- Presentations will be assessed based on topics covered and each student's verbal presentation skills. Peer evaluations will also contribute to individual grades. Guidelines are provided on developing the business plan and presentation.
This document provides information for starting a natural and organic candy business called Yummy Nummies. It discusses the company background, potential market size, products, services, sales strategies, management structure, financial planning and sales forecast. The business will start as a partnership and transition to a corporation after 2 years. It requires $1.16 million in startup costs and forecasts sales to grow from $775,000 in year 1 to $3.4 million by year 3 as product offerings and customer base expand.
Business bus30104 intro to biz final project - jan 2015hazel_crisostomo
This document outlines the final project requirements for an Introduction to Business course. The project requires students to form groups of up to 4 members to run a charity drive event. Each group must decide on a product or service to sell for a week and donate all profits to a charity of their choice. Students must submit a charity drive report and supporting documents. The objectives are to give students practical business experience in areas like marketing, finance, and social responsibility. Successful completion will demonstrate understanding of business theories and ethics.
The document provides information about Project 2 on British history from the Tudor period (1485-1603). It includes:
1) An assignment brief asking students to research a timeline, adapt key elements into a story, and perform a 20-minute sketch.
2) A researched timeline on important events from the Tudor period and short biographies of the five Tudor monarchs.
3) Details on the social hierarchy during this time period, including the influential role of the church before Henry VIII made himself head of the church in England.
This document discusses several street art murals located in Penang, Malaysia and Kuala Lumpur, Malaysia. It provides background information on the artists behind two murals in Penang - "Pao Seller" and "Magic" - created by Lithuanian artist Ernest Zacharevic. It also discusses two murals in Kuala Lumpur created by Malaysian artists - "Merdekarya" and an untitled "Shadow of a Girl" mural. The document analyzes these murals through concepts related to communication, such as non-verbal communication, mass communication, and perception process. It examines the intended messages and meanings behind the murals.
This document outlines an assignment for a course on Effective Public Communication. It provides instructions for an oral presentation where students will work in groups to analyze and present on three examples of mural paintings or steel artwork. The presentation should describe the artist's background, the artwork, and identify five communication concepts depicted. Students must submit a soft copy of their presentation materials and cover page with their names by the due date. The presentation will be assessed based on understanding the brief, content and organization of ideas, use of references, grammar, and mechanics. Suggested references and a cover page template are also provided.
This document outlines an assignment for a course on Effective Public Communication. It provides instructions for an oral presentation where students will work in groups to analyze and present on three examples of mural paintings or steel artwork. The presentation should describe the artist's background, the artwork, and identify five communication concepts depicted. Students must submit a soft copy of their presentation materials and cover page with their names by the due date. The presentation will be assessed based on understanding the brief, content relevance, organization, use of references, and grammar. Suggested references and a cover page template are also provided.
Effective public communication updated course outlinehazel_crisostomo
This document provides information about the Effective Public Communication module offered at Taylor's University. The module is a 2-credit hour course taught over 18 weeks with the goal of developing students' interpersonal and group communication skills. Topics covered include communication concepts, perception, listening, group decision making, leadership and conflict. Students will learn to analyze interactions, handle conflicts, and respect cultural differences. The course involves weekly lectures, tutorials and self-study. Students will be assessed through participation, projects and a final exam.
Effective public communication blog-assignment 1-2Ehazel_crisostomo
This document outlines an assignment for a photo blog. Students must work in groups of four to create a blog with 25-30 photos from a location of their choice, focusing on food, culture, and architecture. Each photo requires 20-30 words of accompanying text and a caption. The blog aims to demonstrate principles of communication and analyzing interactions. It will be assessed based on understanding the brief, content and organization of ideas, use of references, and grammar. Students must submit their blog by November 3rd, following APA style for references and including a designed cover page with their names, IDs, module, and session.
This document provides instructions for a group project and individual assignment on examining similarities and differences between Eastern and Western civilizations through developing a play.
The group task involves selecting an event from a civilization to base a play on related to themes like sociology, engineering, or mythology. Students must research the event and perform their findings. Assessment criteria include understanding, content depth, and creativity.
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DesDign project one brief
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.