Design studio 1 project 3a brief march 2015_updated
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Students are assigned a group project to create a 5-10 minute video presentation summarizing the design of a notable modern or historical architecture in Kuala Lumpur or a nearby city. The video should include a brief background on the building, the design concepts and approaches, and a tour of the spaces using photos, sketches and descriptions of architectural elements and design principles. Emphasis is placed on using proper architectural terminology to demonstrate understanding of the building's form, spatial concepts and design rational. The goal is to educate viewers while also incorporating creative storytelling techniques.
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Architectural Design Studio 1 (ARC 60105) _March 2015
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Modern Architecture Studies in Southeast Asia (MASSA) Research Unit
Bachelor of Science (Honours) in Architecture
ARCHITECTURE DESIGN STUDIO 1 [ARC 60105]
____________________________________________________________________________________
Project 3a: Story Telling and Narrative: ’MY Building, MY Architecture’
Project 3a
Group (of 6-8)
LO
1-7
10% (Group)
Video
presentation
5-10 Minutes Video
Presentation
Introduction
According to recent studies and surveys the most common activities a today’s generation of youth engages in are: going
to malls or any form of travelling, surfing the internet, reading magazines, eating or drinking (fast food, junk food, coffee,
tea and others), lastly but the most common is spending long hours on their phones and gadgets, either taking selfies, or
groupies, photo of their food, a nice room or space, their clothing and when travelling beautiful buildings or sceneries.
These photos and videos are then later shared, uploaded and posted it in any form of social media (Facebook, Instagram,
Websta, You Tube or others) for their friends to see and for the world to know.
Project 3a will allow students to do most of the things they enjoy most doing, bonding with friends, travelling, storytelling
and more importantly taking and uploading videos and pictures, focusing mainly on their chosen architecture. In a more
serious note, this exercise serves as test on how well the groups can narrate and ‘story tell’ and whether students have
learned and understand essential aspects of design. These aspects include familiarization of architectural terminologies
and their abilities to use architectural language to share their understanding of the design (form & space) on the
architecture they have chosen.
Groups in the most creative and educational manner, will come up with a video that includes the following components: a
brief background about the building, concepts, approaches and ideas behind the design and a tour of the space through
pictures and personal experiences (describing and understanding spaces and building form through elements and
principles of design). Group may also use analytical sketches, a skit or role playing and other forms of narrating and
storytelling techniques as long as the video will be as informative as possible.
Task
Form a group of 5-8 members each.
The group is tasked to pick their building (only one) from the suggested list of modern, historical and popular
architecture in Kuala Lumpur or any nearby cities.
Commercial and public buildings (notable and open to public viewing).
Study of the building background and brief history. (Architect, design concept and others)
Walk thru from site, form design and walk through of the spaces (through video & pictures). Additional photos
from website and internet may be included.
Texts, sketches and other props can be added to help present architecture of the building clearly.
Personal perception and experiences. Describe and understanding building and spaces through elements and
principles of design. Elements: (colour, line, texture and others), Principles (scale, proportion, rhythm, harmony,
balance, character and others, Materials (effect), spatial arrangements, form articulation and others.
It can be in any format of video. Length: 5-10 minutes ONLY (do not exceed)
Emphasis
Use of key architectural terminologies and language.
Show understanding and valid reasoning (rationalizing) on how and why the spaces and building was design.
Use of elements and principle of design to understand form design and spatial formation concept & approach.
Creative storytelling. Enhancement of presentation skills.
Enjoyment and having FUN!](https://image.slidesharecdn.com/designstudio1project3abriefmarch2015updated-150715122053-lva1-app6892/85/Design-studio-1-project-3a-brief-march-2015_updated-1-320.jpg)
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loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
1 IDS 403 Final Project Part Two Guidelines and Rubric
1
IDS 403 Final Project Part Two Guidelines and Rubric
Overview
This course explores technology and its impact on the world around us. Technology influences society, and society influences technology, creating a feedback
loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to technology as well as the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better
understand the construction of technology and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections
between technology, society, and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the
world.
Issues and events in technology have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives
to investigate and change. The purpose of this project is to examine a specific issue or event in technology and how it impacts individuals and society through the
development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly.
These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
[IDS-403-01]
Integrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts [IDS-403-02]
Explain how technology influences modern society by employing appropriate research strategies [IDS-403-03]
Recommend strategies for utilizing current technology to meet personal and professional goals [IDS-403-04]
Articulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills [IDS-403-05]
Assess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and
interpersonal experiences [IDS-403-06]
Prompt
For the second part of this project, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your
issue or event, yourself, and society through analyzing its impact on technology. You will also be able to apply your communication skills and integrate multimedia
elements to communicate your message to an audience.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this ...
ORAL PRESENTATION BRIEF
This document outlines an assignment for an oral presentation group project. Students will work in groups of 5-6 to research and present on types of drawings used within different construction professions. Each group will investigate drawings for one selected profession. They will present their findings as a group, covering the use and purpose of the drawings, as well as the scope of work and responsibilities within the selected profession. Individually, students must effectively present their portion of the researched content applying verbal and nonverbal communication skills. The presentation and submitted materials will be assessed based on understanding of the brief, organization, use of references, and communication skills.
Universal design for learning
1. Universal Design for Learning (UDL) provides flexibility in curriculum and instructional methods to maximize learning for all students. It is based on three principles: multiple means of representation, expression, and engagement.
2. UDL can be implemented in the classroom through varying presentation methods, participation options, and forms of expression. Examples include using multiple media types, allowing choices in how students demonstrate knowledge, and providing flexible models of skilled performance.
3. Integrating technology and UDL allows for more flexible learning materials and making content accessible for diverse learners. Resources like the UDL Class Profile Maker can help teachers understand student needs and apply UDL principles.
Integrated Project Brief
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and individually. The presentation must include an introduction to the drawings and profession. Students will be assessed on their understanding of the brief, content, and the creativity and clarity of the presentation. They must submit a video, presentation slides, and references on a CD after the presentation date.
Project 1 integration january 2015_revised
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and individually. The presentation should demonstrate understanding of the brief, include relevant content, and be clear and creative. Students will compile their presentation, a video, and references on a CD to submit for assessment based on the criteria provided.
FNBE0115 - ITD PROJECT 1
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and submit a compiled CD with the presentation, video, and references. The presentation will be assessed based on demonstrated understanding of the brief, content, and creativity/clarity. Individual performance will also be evaluated through peer and instructor assessment.
Project 1 integration january 2015_revised
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and individually. The presentation must include an introduction to the drawings and profession. Students will be assessed on their understanding of the brief, content, and creativity and clarity of presentation. They must submit a compiled CD with their presentation, video, and references after the presentation date.
Project 1 integration january 2015_revised
This document outlines a group project for an Introduction to Drawing course. The project involves researching different types of drawings used in various construction professions. Students will be divided into groups based on a selected profession - such as architect, interior designer, or civil engineer. Each group must investigate the types of drawings used in their profession, as well as the scope of work and responsibilities within the construction process. Students will create a presentation slide covering the drawing types and profession scope. They will then each give an individual oral presentation evaluated on public speaking skills. The presentation, video, and references will be compiled into a CD submitted for grading based on demonstrated understanding, content, and creativity/clarity.
Project 1 integration january 2015_revised
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and submit a compiled CD with the presentation, video, and references. The presentation will be assessed based on demonstrated understanding of the brief, content, and creativity/clarity. Individual performance will also be evaluated through peer and instructor assessment.
Project 1 integration january 2015_revised
This document outlines a group project for an Introduction to Drawing course. The project involves researching different types of drawings used in various construction professions. Students will be divided into groups based on a selected profession - such as architect, interior designer, or civil engineer - and research the drawings used in that profession. Each group will create a presentation on the drawings and present their findings to the class. Individually, students must also give an oral presentation demonstrating public speaking skills. The project aims to introduce students to drawings as a communication tool in construction. Groups will be assessed based on their understanding of the brief, presentation content and creativity.
Project1 Integration January 2015 brief
This document outlines a group project for an introductory drawing course. Students will be assigned to groups and given a construction-related profession to research. Each group must:
1) Investigate the types and functions of drawings used in their assigned profession, as well as how drawings are used at different stages.
2) Research the scope of work and responsibilities of their profession at different construction stages.
3) Create a group presentation slide covering the above and individually present findings to the class.
Groups must compile their presentation, a video, and references on a CD to submit for assessment based on demonstrated understanding, content, and creativity/clarity.
Project 1 integration january 2015
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and submit a compiled CD with the presentation, video, and references. The presentation will be assessed based on demonstrated understanding of the brief, content, and creativity/clarity. Individual performance will also be evaluated through peer and instructor assessment.
Similar to Design studio 1 project 3a brief march 2015_updated (20)
1 IDS 403 Final Project Part Two Guidelines and Rubric
1 IDS 403 Final Project Part Two Guidelines and Rubric
1 IDS 403 Final Project Part Two Guidelines and Rubric
1 IDS 403 Final Project Part Two Guidelines and Rubric
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Design studio 1 project 3a brief march 2015_updated
- 1. Page | 1 Architectural Design Studio 1 (ARC 60105) _March 2015 SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Modern Architecture Studies in Southeast Asia (MASSA) Research Unit Bachelor of Science (Honours) in Architecture ARCHITECTURE DESIGN STUDIO 1 [ARC 60105] ____________________________________________________________________________________ Project 3a: Story Telling and Narrative: ’MY Building, MY Architecture’ Project 3a Group (of 6-8) LO 1-7 10% (Group) Video presentation 5-10 Minutes Video Presentation Introduction According to recent studies and surveys the most common activities a today’s generation of youth engages in are: going to malls or any form of travelling, surfing the internet, reading magazines, eating or drinking (fast food, junk food, coffee, tea and others), lastly but the most common is spending long hours on their phones and gadgets, either taking selfies, or groupies, photo of their food, a nice room or space, their clothing and when travelling beautiful buildings or sceneries. These photos and videos are then later shared, uploaded and posted it in any form of social media (Facebook, Instagram, Websta, You Tube or others) for their friends to see and for the world to know. Project 3a will allow students to do most of the things they enjoy most doing, bonding with friends, travelling, storytelling and more importantly taking and uploading videos and pictures, focusing mainly on their chosen architecture. In a more serious note, this exercise serves as test on how well the groups can narrate and ‘story tell’ and whether students have learned and understand essential aspects of design. These aspects include familiarization of architectural terminologies and their abilities to use architectural language to share their understanding of the design (form & space) on the architecture they have chosen. Groups in the most creative and educational manner, will come up with a video that includes the following components: a brief background about the building, concepts, approaches and ideas behind the design and a tour of the space through pictures and personal experiences (describing and understanding spaces and building form through elements and principles of design). Group may also use analytical sketches, a skit or role playing and other forms of narrating and storytelling techniques as long as the video will be as informative as possible. Task Form a group of 5-8 members each. The group is tasked to pick their building (only one) from the suggested list of modern, historical and popular architecture in Kuala Lumpur or any nearby cities. Commercial and public buildings (notable and open to public viewing). Study of the building background and brief history. (Architect, design concept and others) Walk thru from site, form design and walk through of the spaces (through video & pictures). Additional photos from website and internet may be included. Texts, sketches and other props can be added to help present architecture of the building clearly. Personal perception and experiences. Describe and understanding building and spaces through elements and principles of design. Elements: (colour, line, texture and others), Principles (scale, proportion, rhythm, harmony, balance, character and others, Materials (effect), spatial arrangements, form articulation and others. It can be in any format of video. Length: 5-10 minutes ONLY (do not exceed) Emphasis Use of key architectural terminologies and language. Show understanding and valid reasoning (rationalizing) on how and why the spaces and building was design. Use of elements and principle of design to understand form design and spatial formation concept & approach. Creative storytelling. Enhancement of presentation skills. Enjoyment and having FUN!
- 2. Page | 2 Architectural Design Studio 1 (ARC 60105) _March 2015 Due Date: On or before 1st of June (Video to be posted in our Facebook Group page). References: (sample videos) https://www.youtube.com/watch?v=f4ejHBVuYyk https://www.youtube.com/watch?v=8Phiq8szxpA https://www.youtube.com/watch?v=JVm-ePTIKR4 https://www.youtube.com/watch?v=Kv3feYibIUk https://www.youtube.com/watch?v=hha0NsYXS5c Some List of Buildings in Kuala Lumpur and nearby cities. 1. Kuala Lumpur Tower 2. Sultan Abdul Samad Building 3. Telekom Tower 4. Maxis Tower 5. Central Market Kuala Lumpur 6. Carigali Tower 7. Maybank Tower 8. Citibank Tower 9. Pavilion Kuala Lumpur 10. Capital Square 11. Coliseum Theatre 12. Istana Budaya 13. Museum Negara Kuala Lumpur 14. Petronas Tower 15. Sunway Pyramid 16. National History Malaysia 17. Kuala Lumpur Railway Station 18. King’s House at Carcosa Seri Negara 19. Menara Telekom 20. National Library Building Kuala Lumpur 21. Tabung Haji 22. Capers Sentul 23. Menara Mesianaga 24. Putrajaya Seri Wawasan Bridge 25. Kuala Lumpur Sentral 26. Platinum Sentral 27. Berjaya Times Square 28. Star hill Gallery Mall 29. Paradigm Mall 30. Gardens Mid Valley 31. Dayabumi Complex Kuala Lumpur 32. Istana Negara 33. Kuala Lumpur City Gallery 34. National Science Centre 35. National Visual Arts Gallery 36. Parliament House in Kuala Lumpur 37. Others (for tutor’s approval)