This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
The document provides instructions for a two-part final project involving the creation of 3D geometric artwork and a hanging mobile display.
Part 1 involves working in groups to transform words into 3D models using various materials over multiple sessions. Students will present their best model reflecting the given word.
Part 2 involves individual work to create an abstract hanging mobile display for a Lego miniature using the design process. Students will produce drawings, models and presentation boards that will be presented and submitted for grading. The project aims to explore transformation of elements into 3D forms and application of design principles.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork representing a randomly assigned word like "FLARE" or "ROTATE". Students will go through a process of 2D exploration, then use materials like foam board and cardboard to make 3D models. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying design elements and principles explored in Part 1. They will present their process, the character, ideas for the mobile, and 3 concept proposals. The goal is to design an abstract hanging structure reflecting keywords related to the Lego figure.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will explore the word's meaning, develop 2D design elements, and transform these into 3D models using various materials over 4 tutorial sessions. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying the design process and principles learned in Part 1. They will present their process journal and 3 design proposals in the first tutorial session.
FNBE 0814- INTRODUCTION TO DESIGN- PROJECT 2kaiwenyeo
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
The document discusses housing issues in West Virginia and Appalachia. It provides demographic data for Wheeling, WV, showing higher poverty and lower income compared to national averages. Poverty has historically been a problem in Appalachia, though urban areas have improved while central Appalachia struggles with low jobs and high poverty. Housing problems include high homeownership rates due to low mobility, a lack of affordable housing near new jobs, and poor quality housing such as incomplete plumbing or crowding.
Dokumen memberikan panduan untuk membuat slide presentasi yang efektif dengan hanya memuat satu pesan utama per slide, menggunakan bahasa yang sederhana, menambah penjelasan visual, dan mengatur alur yang teratur. Dokumen selanjutnya menampilkan contoh slide tentang fasilitas sekolah, soal hitung-hitungan, struktur sekolah, dan daftar nilai siswa.
Perú es el tercer exportador de arándanos en Sudamérica, exportando 125,000 toneladas. La región de la sierra peruana es la principal exportadora, enviando más del 95% de la producción a mercados internacionales como EE.UU., Europa y Hong Kong. En 2016, las exportaciones de arándanos de la sierra sobrepasaron los 200 millones de dólares.
The document discusses the Discount and Finance House of India Limited (DFHI). Some key points:
1. DFHI was established in 1988 by the Reserve Bank of India and public sector banks to develop the money market and provide liquidity to money market instruments.
2. Its objectives include evening out liquidity imbalances, promoting the secondary market for short-term instruments, and providing safe investment avenues.
3. It deals in treasury bills, government securities, certificates of deposit, commercial papers, and call money. DFHI also offers constituent sub-accounts to allow entities access to transacting in government securities.
The document provides instructions for a two-part final project involving the creation of 3D geometric artwork and a hanging mobile display.
Part 1 involves working in groups to transform words into 3D models using various materials over multiple sessions. Students will present their best model reflecting the given word.
Part 2 involves individual work to create an abstract hanging mobile display for a Lego miniature using the design process. Students will produce drawings, models and presentation boards that will be presented and submitted for grading. The project aims to explore transformation of elements into 3D forms and application of design principles.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork representing a randomly assigned word like "FLARE" or "ROTATE". Students will go through a process of 2D exploration, then use materials like foam board and cardboard to make 3D models. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying design elements and principles explored in Part 1. They will present their process, the character, ideas for the mobile, and 3 concept proposals. The goal is to design an abstract hanging structure reflecting keywords related to the Lego figure.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will explore the word's meaning, develop 2D design elements, and transform these into 3D models using various materials over 4 tutorial sessions. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying the design process and principles learned in Part 1. They will present their process journal and 3 design proposals in the first tutorial session.
FNBE 0814- INTRODUCTION TO DESIGN- PROJECT 2kaiwenyeo
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
The document discusses housing issues in West Virginia and Appalachia. It provides demographic data for Wheeling, WV, showing higher poverty and lower income compared to national averages. Poverty has historically been a problem in Appalachia, though urban areas have improved while central Appalachia struggles with low jobs and high poverty. Housing problems include high homeownership rates due to low mobility, a lack of affordable housing near new jobs, and poor quality housing such as incomplete plumbing or crowding.
Dokumen memberikan panduan untuk membuat slide presentasi yang efektif dengan hanya memuat satu pesan utama per slide, menggunakan bahasa yang sederhana, menambah penjelasan visual, dan mengatur alur yang teratur. Dokumen selanjutnya menampilkan contoh slide tentang fasilitas sekolah, soal hitung-hitungan, struktur sekolah, dan daftar nilai siswa.
Perú es el tercer exportador de arándanos en Sudamérica, exportando 125,000 toneladas. La región de la sierra peruana es la principal exportadora, enviando más del 95% de la producción a mercados internacionales como EE.UU., Europa y Hong Kong. En 2016, las exportaciones de arándanos de la sierra sobrepasaron los 200 millones de dólares.
The document discusses the Discount and Finance House of India Limited (DFHI). Some key points:
1. DFHI was established in 1988 by the Reserve Bank of India and public sector banks to develop the money market and provide liquidity to money market instruments.
2. Its objectives include evening out liquidity imbalances, promoting the secondary market for short-term instruments, and providing safe investment avenues.
3. It deals in treasury bills, government securities, certificates of deposit, commercial papers, and call money. DFHI also offers constituent sub-accounts to allow entities access to transacting in government securities.
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
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.
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 provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, with guidance and feedback provided in weekly tutorial sessions, to refine their designs. The final presentations will involve displaying the 3D artwork and hanging mobile, along with presentation boards explaining the design process. Assessments will evaluate students' understanding and application of design concepts, as well as the originality, quality and presentation of their work.
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.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and collaboratively create 3D models over several stages using various materials.
3. The individual project requires students to apply what they learned to create an original hanging mobile display for their Lego miniature, presenting design proposals and progress at the first tutorial session.
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 provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, with guidance and feedback provided in weekly tutorial sessions, to refine their designs. The final submissions will include the 3D artwork or hanging mobile and presentation boards explaining the design process. The goals are for students to understand and apply design concepts as well as practice visual communication of designs.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and collaboratively create 3D models over several stages using various materials.
3. The individual project requires each student to apply the design process learned in the group project to create an original hanging mobile display for their Lego miniature character. They will present design proposals and receive feedback.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, with guidance and feedback provided in weekly tutorial sessions, to refine their designs. The final submissions will include the 3D artwork or hanging mobile and presentation boards explaining the design process. The goals are for students to understand and apply design concepts as well as practice visual communication of designs.
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.
1. The document outlines the requirements for Project 2 of an introductory design course, which involves transforming 2D elements into 3D forms to represent assigned words.
2. In part 2A, students work in groups to create 3D geometric abstract art pieces hanging like mobiles that reflect one of six given words. They explore the word's meaning through drawings and models at different stages.
3. Students must present their final hanging mobile model and explanation boards analyzing the design process and elements used to represent the word. They are assessed on demonstrated understanding, originality, and clarity of presentation.
1. The document outlines the requirements for Project 2 of an introductory design course, which involves creating a 3D hanging mobile display based on a randomly assigned word.
2. The project has two parts - the first involves working in groups to transform the assigned word into 3D geometric shapes using various materials in a series of workshops. The second part tasks students with individually designing a hanging mobile display for a Lego miniature incorporating design elements.
3. Guidelines are provided for each stage of the project, including preparation, workshops exploring 2D to 3D transformations, materials usage, and final presentation requirements. The objectives are for students to understand design principles and elements and apply their knowledge to simple projects.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It describes 4 tasks for the Design Process Journal that involve researching the character, generating design ideas and concepts, investigating hanging mobiles, and compiling process work. Students will individually complete sketches, drawings, and presentations for each task to demonstrate understanding of investigating, exploring, and transforming ideas through the design process. Their work will be assessed based on meeting requirements, depth of content, and original creativity. The goal is for students to become familiar with applying a design process to simple projects.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will explore the word's meaning, develop 2D design elements, and transform these into 3D models using various materials over 4 tutorial sessions. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying the design process and principles learned in Part 1. The display will be presented along with design process journals reflecting on the character and potential design concepts. The first tutorial will involve presenting initial concept proposals and receiving feedback.
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 quality and creativity of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. The project has two parts: 1) Students individually sketch design elements like lines, shapes, textures found in nature and the built environment; and produce two abstract artworks. 2) Students work in groups to compose art using daily items and familiarize themselves with design principles. The objectives are to learn the design process, components, and gain understanding of basic principles and elements. Students will be assessed on their demonstrated understanding of elements and principles, originality and creativity in their artworks, and clarity of explanations of elements in their presentation boards.
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
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.
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 provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, with guidance and feedback provided in weekly tutorial sessions, to refine their designs. The final presentations will involve displaying the 3D artwork and hanging mobile, along with presentation boards explaining the design process. Assessments will evaluate students' understanding and application of design concepts, as well as the originality, quality and presentation of their work.
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.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and collaboratively create 3D models over several stages using various materials.
3. The individual project requires students to apply what they learned to create an original hanging mobile display for their Lego miniature, presenting design proposals and progress at the first tutorial session.
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 provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, with guidance and feedback provided in weekly tutorial sessions, to refine their designs. The final submissions will include the 3D artwork or hanging mobile and presentation boards explaining the design process. The goals are for students to understand and apply design concepts as well as practice visual communication of designs.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and collaboratively create 3D models over several stages using various materials.
3. The individual project requires each student to apply the design process learned in the group project to create an original hanging mobile display for their Lego miniature character. They will present design proposals and receive feedback.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, with guidance and feedback provided in weekly tutorial sessions, to refine their designs. The final submissions will include the 3D artwork or hanging mobile and presentation boards explaining the design process. The goals are for students to understand and apply design concepts as well as practice visual communication of designs.
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.
1. The document outlines the requirements for Project 2 of an introductory design course, which involves transforming 2D elements into 3D forms to represent assigned words.
2. In part 2A, students work in groups to create 3D geometric abstract art pieces hanging like mobiles that reflect one of six given words. They explore the word's meaning through drawings and models at different stages.
3. Students must present their final hanging mobile model and explanation boards analyzing the design process and elements used to represent the word. They are assessed on demonstrated understanding, originality, and clarity of presentation.
1. The document outlines the requirements for Project 2 of an introductory design course, which involves creating a 3D hanging mobile display based on a randomly assigned word.
2. The project has two parts - the first involves working in groups to transform the assigned word into 3D geometric shapes using various materials in a series of workshops. The second part tasks students with individually designing a hanging mobile display for a Lego miniature incorporating design elements.
3. Guidelines are provided for each stage of the project, including preparation, workshops exploring 2D to 3D transformations, materials usage, and final presentation requirements. The objectives are for students to understand design principles and elements and apply their knowledge to simple projects.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It describes 4 tasks for the Design Process Journal that involve researching the character, generating design ideas and concepts, investigating hanging mobiles, and compiling process work. Students will individually complete sketches, drawings, and presentations for each task to demonstrate understanding of investigating, exploring, and transforming ideas through the design process. Their work will be assessed based on meeting requirements, depth of content, and original creativity. The goal is for students to become familiar with applying a design process to simple projects.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will explore the word's meaning, develop 2D design elements, and transform these into 3D models using various materials over 4 tutorial sessions. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying the design process and principles learned in Part 1. The display will be presented along with design process journals reflecting on the character and potential design concepts. The first tutorial will involve presenting initial concept proposals and receiving feedback.
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 quality and creativity of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. The project has two parts: 1) Students individually sketch design elements like lines, shapes, textures found in nature and the built environment; and produce two abstract artworks. 2) Students work in groups to compose art using daily items and familiarize themselves with design principles. The objectives are to learn the design process, components, and gain understanding of basic principles and elements. Students will be assessed on their demonstrated understanding of elements and principles, originality and creativity in their artworks, and clarity of explanations of elements in their presentation boards.
This document provides an overview of an introductory design module being offered in January 2015. The 5-credit module will introduce students to basic design elements and principles through lectures, tutorials, study trips, and design projects. Students will learn about the design process and components like sketching and drawing. They will apply their skills and knowledge to assignments involving visual and verbal reports. Upon completing the module, students should be able to recognize and apply design elements and principles, and explain their application in simple projects. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
The document provides a timeline of important events during the Mughal Empire in India from 1526 to 1857. It begins with Babur founding the empire by defeating Ibrahim Lodi in the Battle of Panipat in 1526. The empire reached its peak during the rule of Akbar the Great from 1556 to 1605, who expanded Mughal control across most of India and promoted religious tolerance. Shah Jahan's rule from 1627 to 1658 saw the construction of iconic buildings like the Taj Mahal. Aurangzeb's rule from 1658 to 1707 marked the beginning of decline as he reversed religious tolerance policies. The rebellion of 1857 marked the end of Mughal rule in India and the
This document provides the guidelines and requirements for Project 2 of the Culture & Civilization course. The project involves examining the similarities and differences between Eastern and Western civilizations through researching and analyzing specific timelines.
Students must work in groups to create a visual timeline showing important elements of the given civilization. They will then select an important plot from the timeline to perform for assessment. Individually, students must study a chosen character in detail and demonstrate their understanding through a journal.
The group submission involves a 20-minute performance of a scene from the timeline as well as an A4 report documenting their research. Individual submissions are an A5 journal booklet exploring their character and late submissions will result in reduced marks.
This project requires students to research their family's genealogy and culture. Working in groups of two, students must create a graphical timeline with family tree, and an infographic board highlighting their family's culture and traditions. Each student also produces an individual A5 booklet on their family's culture. The final submission includes the group timeline and board, individual booklets, and an 8-minute video interviewing family members about the researched history and culture. Students are expected to use images and short text to represent topics in their work, which is to be completed without computer graphics. The final submission is due on August 27th, 2015.
This document outlines the individual assignment requirements for a course on architecture, culture, and civilization. Students must research a selected theme related to Malaysian architecture and religious places, and design a timeline and series of 10 postcards to educate others on the historical, architectural, and social connections of the topic. The assignment requires literature research, a timeline, a set of designed postcards, and a 1-minute video montage to be submitted through an e-portfolio.
This document provides information about a module called "Foundation in Natural and Built Environments" offered at Taylor's University. The 5-credit, 18-week module introduces Western and Eastern culture and civilization from prehistoric times to the present through lectures, tutorials, and self-study. Students will learn about archaeological discoveries, ancient monuments, artworks, philosophies, and great leaders. Assessment includes formative and summative components to evaluate students' understanding of the historical development of human civilizations in the East and West.
The document outlines the project requirements for a social psychology video assignment, which involves filming a video depicting several psychology concepts, writing a report, and giving a presentation; it provides details on the group members, filming process, storyboard, script, and concepts covered in their video about a former bully who changes his ways.
1) A lecturer accuses the main character, Yon Li, of cheating on an exam despite Yon Li denying it. This is due to the lecturer's initial negative first impression of Yon Li as a troublemaker.
2) In the past, Yon Li bullied others but only through verbal taunts to achieve his goal of having a student steal exam papers, showing instrumental aggression.
3) Yon Li changed his ways after his mother fell ill, demonstrating extrinsic motivation to change upon hearing of her illness.
4) Unlike the lecturer, Yon Li's classmates noticed his change in attitude and behavior through social perception.
1) The story is about the character James who was born and raised in a violent environment where he learned aggressive behaviors from his father.
2) As James grew up, he challenged his father but was defeated, which led him to leave and encounter a girl on Earth.
3) The girl persuaded James to change his attitudes by explaining that humans were good, and this changed his behavior so that he began helping people instead of hurting them.
1. The document is a journal entry from a student describing missing their business class due to checking the wrong timetable. They realized it was their fault for not properly checking the schedule.
2. In the next entry, the student describes getting their first part-time job at an ice cream shop. They emphasize showing a good first impression and promoting their abilities in the interview to get the job.
3. The final entry discusses the student staying up late to study for a math test but oversleeping. They had to quickly review formulas and examples before the test.
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
- A group of students held a charity drive to raise funds for the Kiwanis Down Syndrome Foundation by selling ice cream and floats.
- They set up a booth on campus and sold ice cream in plastic cups with various toppings for RM4-RM6 and floats for RM4. Through their sales over one week they raised a total of RM2266 for the foundation.
- Their main competitors were other student groups also holding charity drives by selling frozen yogurt or stickers. The ice cream group focused on having different flavors and cheaper prices than the yogurt group to attract more customers.
Bus30104 intro to biz final project aug 2015Hafiz Yeo
The document provides information about a final project for an Introduction to Business course. The project requires students to form groups of up to 4 members to run a charity drive event. They will choose a product or service to sell during the event and donate all profits to a charity of their choice. Students must submit a charity drive report and supporting documents. The objectives of the project are to develop students' business skills and understanding of social responsibility. Students will be assessed based on the content of their report, achievement of goals, financial records, peer evaluation, and a self-reflection video.
This business plan proposes establishing Solar Pack Sdn Bhd to produce and sell a solar-powered backpack called Lunasol. The backpack can charge electronic devices using an integrated solar panel system, making it convenient for students, workers and others. Solar Pack aims to become the top solar backpack brand in Malaysia by offering an affordable product of high quality. The plan outlines Lunasol's features and marketing strategies. Management will focus on production, logistics, sales, finance and human resources to achieve Solar Pack's goals on an initial capital investment of RM100,000.
This document provides information about mural art presentations in Malacca and Kuala Lumpur, Malaysia. It introduces several mural art locations and artists, including their concepts and visions. Two mural arts in Malacca depict traditional Malaysian children's games to portray nostalgic childhood memories. Two mural arts in Kuala Lumpur show a street cobbler repairing shoes and a view from a bridge, representing hard work and contemplating life from above. The document aims to showcase meaningful mural art in Malaysia.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. 1
Eeeb bfg tt
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 Shazreene Shamsuddin
FINAL PROJECT
The Lego Miniature – Hanging Mobile Display
15% Group Work + 25% Individual (out of the 100% overall marks)
PART 2A - Group Work – The Process: 30th October 2015 at CODA
PART 2B - Individual Submission: 10th December 2015 at CODA
Introduction
The aim of Project Two is to explore the transformation from 2D elements to 3D form. In the first part
students will be playing with the shapes, forms, and materials and transforming it into a 3D
geometric abstract art piece to suite a certain given word or phrase. Students are required to explore
the given words and translate it into “design elements” and “design principles” to transform it into a 3D
geometric art work. The end product will be a 3D artwork that instantly reflects the given word.
In the second part of this project, individually student will create a 3D hanging mobile display for their Lego
miniature toy implementing the design elements and principles. This hanging mobile display will be
supported by presentation boards.
Objectives of Project
The objectives of this project;
1. To form a comprehensive understanding of the basic principles, elements and design process at an
appropriate level.
2. To apply skills and basic knowledge acquired to a range of assignments, to which they will be required to
deliver visual and verbal reports, production of presentation, observation, and gathering of information.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. To be able to explain the application of basic design elements and design principles in simple projects.
2. To be familiar with the design process, investigation, observation and interpretation in simple projects.
Tasks - Methodology
2. 2
PART 2A – 3D EXPLORATION – group work 15%
This is a group project and it requires the students to follow the following instructions and schedule. The
main task is to translate the given word into shapes and forms and using the right design principles into 3D
form(s). Students will need to first understand thoroughly and explore the given word. Then they will need to
go through 3-4 stages of transformation that will be executed during tutorial class.
The first process is to develop the 2D elements such as simple geometric shapes or lines that will best
reflect the given word as drawings and eventually extrude it as planes using model boards. The second
stage, the best 2D ideas from the first stage will then go through a 3D process using polystyrene and
cardboard box. The third stage students are required to use different type of materials of their choice to
make the selected 3D that best reflects the word. Please refer to the weekly instructions. (Week 10, 11 and
12)
For the final submission and presentation, students are required to produce the “FINAL 3D MODEL”
that best reflect the given word combining or selecting the best method and materials that was
explored during the tutorial sessions. This model should be in a hanging format like a hanging mobile.
For the final submission students are also required to prepare some simple explanation boards. Please refer
to the given guidelines for the final presentation and submission.
Randomly students will be given one of these words;
1. FLARE 2. STRETCH 3. DISSECT
4. INTERSECT 5. PROTRUDE 6. ROTATE
Please follow this weekly schedule;
Week 10 Preparation for tutorial on the 8th of October after Lecture
a. In groups students are required to understand and explore the meaning of the given
word. After group discussion and brain storming, students are required to prepare mind
maps, definitions, images to support the word and as inspirations for the next part.
(Do whatever it takes to understand and explain the word). Prepare these documents for
pin up presentation on any type of paper.
b. Do a quick research about the architect that is your group name. Collect photos of
building that he designed and select those that could represent your word. Try to
understand the material and techniques or his design principles when designing a building.
Present this information during tutorial.
c. Next students are required to prepare 2D drawings explorations on A4 size tracing
papers overlay on top of grid paper for each category stated below. These 2D
drawings are translation of the meaning or actions of the given word in simple design
elements such as lines & dots and shapes. This is what you are required to draw to
translate the given words into elements of design;
1. Translate the meaning or actions of the word into LINES or DOTS or both together.
Minimum 3 drawings to show options
2. Translate the meaning or actions of the words using one type of shape.
Minimum 3 drawings to show options (each can be one different type of shape)
3. Translate the meaning or actions of the words using element and styles from
your architect’s building designs.
Minimum 3 drawings to show options
3. 3
W10
8th Oct
SESSION A – 1 hours - after lecture session
Everyone has to pin up all at the same time. You will present all the items as mention
above (Preparation for tutorial) and from there we will choose a few drawing for you to
translate into 3D planes model for SESSION B.
W10
9th Oct
SESSION B – 3 hours
We will treat all tutorial session like a workshop. Everyone has to attend the tutorial
session on time. It will be like a directed workshop and we will do things in sequence
therefore it is important everyone should be in the classroom on time.
Students are required to make a 3D plane models base on the art work from SESSION A
using model boards on an A4 size sandwich form board as the base. Minimum one
different models for each categories as follows;
a. Model derive from the lines or dots drawings
b. Model derive from the shape drawings
c. Model derives from your architect buildings.
d. Model derive from new ideas or inspiration (optional)
Students are required to do this in class and finish it in class. You are required to
bring your own stationaries, butter paper, grid paper, uhu glue, masking tape, compass,
ruler, cutting mat, plastic bag for rubbish, and boxes to keep safe your models.
W11
16/10
SESSION C
In groups you are required to transform those simple planes models into solid forms using
thick polystyrene boards, brown cardboard box and mixture of both of them. Minimum one
different model for each categories as follows; (A4 size sandwich form board as the base)
a. Model using polystyrene only
b. Model using brown cardboard box only
c. Model using both polystyrene and brown cardboard box together
All 3 models could be in different style of arrangements or elements. It does not have to be
based from the models in SESSION B. Students are required to do this in class and
finish it in class. You are required to bring you own stationaries, butter paper, grid paper,
uhu glue, masking tape, compass, ruler, cutting mat, plastic bag for rubbish, boxes to keep
safe your models. Maybe you will need to wear face mask for this session as you will be
dealing with the dry foam. (do bring sand paper)
W12
23/10
SESSION D
In Session D students will do their own exploration at their own time and will need to just
post up photos and description of their work on the FB group for final approval. There will
be no tutorial session for this; however it will be an online tutorial. Students must upload
their photos of their models by 3PM on the 23rd of October. Lecturers will reply as soon as
possible before the end of the day. As a group you can choose any materials to make the
model and we would like to see the different types of models as follows;
a. Model using one type of your selected material
b. Model using a few types of your selected materials (max 3 materials)
c. Model using any material of the your choice combine materials in session B and C
<<<If students do this earlier. We can meet up on the 20th of October.>>>
4. 4
W13
30/10
29th October - LECTURE – No lecture to allow students to finish their work
PRESENTATION – 30th October 2015
Students are required to present the best model that best represents their word. This
model needs to be hanging like a mobile. To support this presentation, students are
required to prepare a simple presentation board. Please refer to the requirements and
diagrams of the presentation required.
PART 2B – HANGING MOBILE DISPLAY – individual work 25%
Individually students are required to apply the process that they have learnt from Project 2A into this Part
2B. Students are required to create an abstract hanging mobile display for their Lego miniature
characters.
Tutorial 01 – Week 14
Through the Design Process Journal students have already understand their Lego miniature characters and
selected some interesting key words that best reflect the Lego miniature character. For DPJ03 students are
required to understand what a hanging mobile is, how to make a hanging mobile, what makes a good
hanging mobile and collect some inspirational mobile images that could be applied to their design. With the
information from DPJ01 and DPJ02, students are required to refine their understanding and present it again
as a pin up presentation with 2-3 different design proposals for the hanging mobile display.
Basically for the first tutorial session students are required to present DPJ03 (all about the hanging mobile
display), DPJ01 (all about the character), DPJ02 (exploration of words and transformation into design
elements and principles) and minimum 3 different ideas for the hanging mobile display derived and inspired
from the key words in DPJ02. It is best for students to come with mock up models for each idea not just
drawings and sketches.
Task: Individually present DPJ 01, DPJ 02, DPJ 03 and 3 different ideas with drawings, inspirational
pictures, references and mock up models. We will give marks for progress and development for this
session both for DPJ03 & the design proposal. Please see the assessment sheet.
Tutorial 02 – Week 15
Students are required to represents their new refine ideas as commented at the previous tutorial. Students
are also required to start showing their presentation board’s ideas, inspiration, materials and draft layout on
A3 papers. And show how you plan to execute the presentation boards. (Example using markers etc.)
Task: Individually students to present new refine ideas (model & drawings) and presentation board’s ideas
and draft.
Tutorial 03 – Week 16
Students are required to show orthographic drawings of their design and a more refined model. It is best to
get the idea approve at this week
Task: By appointment students are required to show refined ideas of the model and show through mock up
model how it will hang and show some drawings and draft layout and information of the presentation boards.
- must get final approval!
Tutorial 04 – Week 17
Students should show improved progress of their model, drawings, presentation layout, details and
materials content of the presentation board.
Task: Show model, drawings and presentation boards layout draft. – should be 50% done.
5. 5
FINAL PRESENTATION – Week 18
All works will be setup at the CODA gallery. Student will briefly present their work not more than 5 minutes
to guest panels and lecturers. Setting up time is at 8AM-9AM. Presentation time will be at 9AMPM– 1PM.
Task: Prepare and present final model and final presentation boards.
Submission Requirement
PART 2A – Submission Week 12 – 8th of May 2015, Friday 3PM
The abstract models should start from regular and irregular geometric shapes. Use the grids to
help you create these new shapes and arrangements. You will need to use basic shapes to get
organic shapes.
The model and drawings should not look like any human or animals figure or features, logo,
symbols, fonts or any other graphic images or characters.
It should only be about the meaning and action of the word. You do not need to create any new
concept or any story line. The idea is to create a model that reflects the word using simple shape
and forms.
The final model should NOT be more than 400mm wide and 600mm in length. Minimum size is
300mm wide and 500mm in length. You may use any material to hang the model.
You may colour the final model maximum 3 colours. Choose and plan wisely how you want to
colour the model. Please seek advice from your tutors.
Please take pictures of the process and upload it to your e-portfolio.
Each group will need to give a verbal presentation about their work. Not more than 5 minutes.
The presentation boards should explain about the process of transformation, the elements
used and the materials used. All should be hand drawn and hand written with
ARCHITECTURAL HANDWRITING! Avoid writing long sentences and paragraph. Use
diagrams to explain.
You may use any type of media to prepare the drawings and diagrams except digital!
You may use any kind of paper for the presentation explanation however the layout, size and base
please refer to FIGURE 01 on the last page of this brief page 8 and 9.
All process models should be on A4 size with sandwich form board as the base.
PART 2B – Submission & Presentation Week 18 – 19th of June 2015, Friday @CODA
Students may use maximum of 3 different types of materials to produce the hanging mobile display
structure.
The hanging mobile display should focus on the design elements and principles that are suitable
with the toy character or the key word or approached selected.
The hanging mobile display structure should not have any graphic visuals such as cave or flower or
graphic details such a cracks or a drawing of screws or pattern or trees or any symbols. It should
only be produce from simple basic lines, basic colors, geometric shapes, planes or volumes.
The size of the hanging mobile display should be NOT be more that 500mm x 500mm in width and
700mm max in length. Not less than 300mm x 300mm in width and 500mm in length.
Students may prepare the drawings and information on any type of presentation board and using
any type of medium.
A2 presentation boards with the followings details;
It is compulsory for the students are required to draw the plan OR top view, min 3
elevation, one section and one perspective or axonometric of the proposed display box.
These drawings are ORTHOGRAPHIC DRAWINGS TO SCALE! 1:1 or 2:1 and please
use a ruler it’s not freehand.
6. 6
The boards MUST include a brief introduction of your task, brief information about your
toy character, the selected keywords and design process, how the hanging mobile display
functions etc.
Must give a “name” to the proposed hanging mobile display on the presentation board.
All drawings, sketches and diagrams must be hand drawn and text to be hand written as
architectural handwriting using pencils OR pens.
Student may use any kind of medium, materials and architectural technique to produce
the drawings BUT collage or reprinting is NOT acceptable.
Drawing techniques must follow the basic architectural hatching, architecture conventions,
architectural graphic, line weight, symbols etc. Must label all drawings and illustrations
with scale and proper annotations.
The A2 drawing board orientation could be all landscape or all portraits only. Maximum 3
and minimum 2 A2 boards.
Please add your name, id number, Intro to Design FNBE AUGUST 2014 and Taylor’s logo
professionally on the board.
Tips: Please refer to the DK Ching book for presentation layouts and preparation.
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.
Assessment criteria
The assessment for this assignment will be based on your
Demonstrated understanding of design concept/ideas, design process, design element, design
principles, composition, transformation of 3D forms and how it is being applied to the presentation
boards and the hanging mobile display. (and progress)
Originality, creativity, aesthetic value and workmanship quality of the model, the 3D hanging mobile
display, presentation boards design and layout, drawings, graphics, diagrams and overall
presentation.
Clarity, depth of content, the use of diagrams and the use of design vocabularies of the explanation
and descriptions.
7. 7
Marking criteria
PART 2A – 15%
Demonstrated understanding of design concept/ideas, design process, design element,
design principles, composition, transformation of 3D forms and how it is being applied to
the presentation boards, the hanging model and the word. (and progress)
30%
Originality, creativity, aesthetic value and workmanship quality of the model, the 3D
hanging mobile display, presentation boards design and layout, drawings, graphics,
diagrams and overall presentation.
50%
Clarity, depth of content, the use of diagrams and the use of design vocabularies to
explain and describe the process and ideas.
20%
TOTAL: 100%
PART 2B – 25%
Demonstrated understanding of design concept/ideas, design process, design
element, design principles, composition, transformation of 3D forms and how it is
being applied to the presentation boards and the hanging mobile display model.
(and progress)
30%
Originality, creativity, aesthetic value and workmanship quality of the model, the 3D
hanging mobile display, presentation boards design and layout, drawings, graphics,
diagrams and overall presentation.
50%
Clarity, depth of content, the use of diagrams and the use of design vocabularies to
explain and describe the process and ideas.
20%
TOTAL: 100%
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
1. 3D Design Principles -
http://faculty.wwu.edu/schadeb/dsgn250/website/images/DSGN250_3ddesignprinciples.pdf
2. The Elements and Principles of Three-Dimensional Design
http://www.bishoplynch.org/document.doc?id=2466
3. Elements & Principles of Three-Dimensional Design
https://prezi.com/ycic1ym0w8oc/elements-principles-of-three-dimensional-design/
4. THREE DIMENSIONAL ELEMENTS AND PRINCIPLES OF ORDER:
https://passart.wordpress.com/sculpture/3d-design-elements-and-principles-of-design/
5. ART 314 - 3D Visual Principles
http://newmediaabington.pbworks.com/w/page/29319669/ART%20314%20-
%203D%20Visual%20Principles
8. 8
FIGURE 01 – Diagram for Project 2A submission
Board from BEFORE Session A
Board from SESSION C, D & E
Drawings of LINES or DOTS or both together.
Drawings of the words using shapes.
Drawings using other shapes or mixture to imitate elements
from your architect
A4 size tracing paper & grid paper below for drawings
A6 size paper to for explanations
A0 (or bigger than A1) size brown boxboard
a. Model derive from the lines or dots drawings
b. Model derive from the squares shape drawings
c. Model derive from mixture of shapes, lines and dots drawings.
d. Model derive from new ideas or inspiration (optional)
a. Model using polystyrene
b. Model using brown cardboard box
c. Model using both foam cube and brown cardboard box
a. Model using one type of your selected material
b. Model using a few material of the your choice (max 3
materials)
c. Model using polyterene, boxboard and your materials
Write Some Title Here
Write Some Title Here
Your Group Members name etc
Your Group Members name etc
BOARD 01
BOARD 02
9. 9
Presentation arrangement at CODA for Part A
Write Some Title Here
Your Group Members name etc
Write Some Title Here
Your Group Members name etc
Hang from
the rod
above in
CODA
Explaination
about ur
architect etc
and ur
exploration
about ur word!
A2 size
Explanations
to show design
process of the
final outcome
model etc
A2 size
BOARD 01 BOARD 02