This document provides information about the Introduction to Drawing module, including:
- The module aims to familiarize students with basic representation of the built environment through drawings.
- Students will learn different drawing techniques and be able to apply drawing as a communication tool.
- The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 3 credit hours.
- Students will be assessed through projects, presentations, and participation to evaluate their drawing skills and ability to communicate spatially through drawings.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply various drawing techniques relevant to the construction industry. Assessment will include individual and group projects, presentations, and class participation evaluated through formative and summative assessments.
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 information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills, recognizing characteristics of different thinking types, and expressing opinions. The module will be delivered over 18 weeks involving lectures, tutorials and self-directed learning. Assessment includes portfolios and participation is encouraged.
This document compares and contrasts two unique buildings: The Basket Building in Ohio, United States and the Crooked House in Sopot, Poland. The Basket Building is shaped like an enormous wicker basket and serves as the headquarters for a basket manufacturer. In contrast, the Crooked House has irregular walls, windows, and roofs and houses both commercial and nightlife spaces. While the Basket Building is larger, with 7 floors and 180,000 square feet, the student prefers the unusual structure of the 43,000 square foot Crooked House, finding it more entertaining with its shops, services, and resemblance to a storybook fun house.
This document is a portfolio from a student named Chong Kit Yee documenting their work in the Introduction to Design module. It includes summaries and reflections of two projects exploring design elements and principles through sketching and daily item artwork. It also describes a project to create a 3D mobile structure based on the keyword "genius" for an Iron Man Lego figure. The portfolio demonstrates the student's understanding of design concepts and their design process.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an Introduction to Design course. The project has two parts:
1) Students will observe and sketch 10 design elements found in nature and the built environment using sketches on A5 paper and one A4 artwork. Elements include lines, shape, texture, form, hue, and value. Students must explain each element.
2) Students will create simple artworks using daily items to demonstrate design principles.
The project aims to help students learn design processes, components, and principles. It is worth 10% of the overall grade and will be assessed based on demonstrated understanding of elements and principles, originality, and work quality. Students must submit their work by two deadlines
This document is a research report submitted by a group of students for their English final project. It summarizes their research comparing two Chinese medical halls, one located in Penang and the other in Klang Valley, Malaysia. The report outlines the group members, research questions, methodology used, and provides a brief history of traditional Chinese medicine. It then describes and compares the two medical halls that were the focus of their research.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply various drawing techniques relevant to the construction industry. Assessment will include individual and group projects, presentations, and class participation evaluated through formative and summative assessments.
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 information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills, recognizing characteristics of different thinking types, and expressing opinions. The module will be delivered over 18 weeks involving lectures, tutorials and self-directed learning. Assessment includes portfolios and participation is encouraged.
This document compares and contrasts two unique buildings: The Basket Building in Ohio, United States and the Crooked House in Sopot, Poland. The Basket Building is shaped like an enormous wicker basket and serves as the headquarters for a basket manufacturer. In contrast, the Crooked House has irregular walls, windows, and roofs and houses both commercial and nightlife spaces. While the Basket Building is larger, with 7 floors and 180,000 square feet, the student prefers the unusual structure of the 43,000 square foot Crooked House, finding it more entertaining with its shops, services, and resemblance to a storybook fun house.
This document is a portfolio from a student named Chong Kit Yee documenting their work in the Introduction to Design module. It includes summaries and reflections of two projects exploring design elements and principles through sketching and daily item artwork. It also describes a project to create a 3D mobile structure based on the keyword "genius" for an Iron Man Lego figure. The portfolio demonstrates the student's understanding of design concepts and their design process.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an Introduction to Design course. The project has two parts:
1) Students will observe and sketch 10 design elements found in nature and the built environment using sketches on A5 paper and one A4 artwork. Elements include lines, shape, texture, form, hue, and value. Students must explain each element.
2) Students will create simple artworks using daily items to demonstrate design principles.
The project aims to help students learn design processes, components, and principles. It is worth 10% of the overall grade and will be assessed based on demonstrated understanding of elements and principles, originality, and work quality. Students must submit their work by two deadlines
This document is a research report submitted by a group of students for their English final project. It summarizes their research comparing two Chinese medical halls, one located in Penang and the other in Klang Valley, Malaysia. The report outlines the group members, research questions, methodology used, and provides a brief history of traditional Chinese medicine. It then describes and compares the two medical halls that were the focus of their research.
This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves researching a Lego miniature character and generating design ideas for a hanging mobile display for the character. Students will complete 4 parts to their design process journal: 1) researching their character, 2) generating keywords and abstract ideas, 3) investigating hanging mobiles, and 4) compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality of outcomes.
1. The document is a collection of journal entries from a student named Chong Kit Yee discussing various topics in social psychology, including social facilitation, social loafing, intrinsic and extrinsic motivation, self-serving biases, self-fulfilling prophecy, stereotyping, the halo effect, and confirmation bias.
2. In one journal entry, Chong discusses experiencing social facilitation by competing academically with cousins and feeling motivated to work harder in order to perform better than them.
3. In another entry, Chong describes a group project experience where some group members social loafed by being unprepared, absent, and not contributing equally to the work.
This document outlines the requirements for Project 2 of the Introduction to Drawing course. Students are required to sketch and take measurements of two objects with at least three different geometric surfaces. They must then produce a set of architectural drawings including a plan, two elevations, two sections, and a detail drawing/sketch to accurately represent the 3D objects. The drawings must include a title block with details, subtitles, and annotations/notes. Students must submit progress sheets with sketches and measurements of the objects along with their completed set of drawings by October 7th. References on architectural drawing conventions are recommended to aid students in completing the project.
1. This document outlines the final project for an Introduction to Drawing course, which requires students to complete a set of orthographic drawings of an assigned space on campus.
2. Students will be assigned in groups to a site within the university campus, where they must measure and draw the plan, elevations, sections, and a detail of the space to scale on A2 presentation boards using proper drawing conventions and techniques.
3. The required drawings for submission are a key plan, location plan, site plan, floor plan, two elevations, two sections, and one detail drawing. Drawings must be properly labeled and include annotations, title, scale, and other relevant information.
This document provides information about Project 1 for a class, including the timeline and expectations. It outlines that students will complete individual documentation in Week 7 in the form of an Idea Journal (IDJ 1) and poster, focusing on an object they will use to create a DIY instrument. In Week 8, students will do a group presentation performing with their innovated instruments. The document provides guidelines for submitting the IDJ 1, including labeling requirements and assessment criteria focusing on originality, creativity, communication of ideas, and depth of ideas.
The document provides guidance on creating an interesting cover for an idea journal that reflects one's personality. It recommends including a front and back cover as well as a spine with identifying information. A sample cover layout is shown with dimensions and section for a short introduction. Students are instructed to include a definition of creativity, their most creative achievement, and a reflection on the idea journal module in their journal.
The document provides instructions for a journal exercise assignment. Students will produce a journal on A4 paper with a maximum of 5 pages to record ideas, information, and references on assigned topics related to natural disasters and how people deal with them. The journal is to be submitted every 3 weeks and will be assessed for 20% of the student's total grade. At the end of the semester, students must compile their journal entries along with other coursework into an A4 folder for a final 3% assessment.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an introductory design course. It is divided into two parts. Part 1A asks students to individually sketch 10 examples of design elements found in nature and the built environment, along with one abstract artwork exploring elements of design. Students must paste explanation pages identifying the elements behind each sketch. Part 1B will focus on familiarizing design principles through composing simple artworks using everyday items. The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding of elements, clarity of explanations, and originality/quality of artwork.
This document discusses the history and operations of two Chinese medical halls: Cheng Woh Medical Hall and Keen Hing Medical Hall. It provides background on traditional Chinese medicine and its founder Shen Nung. Both medical halls were established in the mid-20th century and are now run by subsequent generations. The document compares their products, locations, workers, target markets, and strategies for competing with other local halls. It analyzes similarities and differences between the two businesses and provides recommendations for improvements.
Kit breaks up with her dirty boyfriend and is attracted to Lucas because he seems tidy. However, her friends warn her not to judge Lucas and try to persuade her he may not be as clean as he seems. Kit refuses to listen due to confirmation bias and believes they must like her. After going to Lucas's house, Kit realizes he is actually messy and regrets her rushed decision not to think twice about him.
The document compares and contrasts the science fiction films The Hunger Games and Divergent. Both are based on popular young adult novels and feature teenage female protagonists, but have different plots, characters, and themes. The Hunger Games is set in a dystopian future where young people must fight to the death on television. Katniss volunteers to take her sister's place. Divergent takes place in a society divided into factions; Beatrice discovers she is Divergent and does not fit into one group. While both depict dystopian futures, The Hunger Games focuses on violence and inequality, while Divergent's theme is identity and choice. Overall, the document analyzes the similarities and differences between the two
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project work.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply various drawing techniques relevant to the construction industry. Assessment will include individual and group projects, presentations, and class participation evaluated through formative and summative assessments.
This document provides information about the Introduction to Drawing module taken at Taylor's University. It outlines the module objectives, which are to introduce drawing as a communication tool in construction and different drawing techniques. It also lists the learning outcomes, which are for students to understand drawing representations, principles, and apply drawing to express 3D objects in 2D drawings. The module will be delivered through lectures, tutorials, and self-study over 18 weeks and will involve projects, presentations, and discussions for assessment.
Drawingmoduleoutlineaugustf2014 150623163257-lva1-app6891Kz Ng
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply basic drawing principles to express 3D spaces in 2D orthographic drawings. The module will be assessed through individual and group projects submitted throughout the semester.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to familiarize students with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply various drawing techniques. Assessment includes two projects - a group project worth 20% and two individual projects worth 30% and 40%. Attendance is compulsory and students must attempt all assessments to pass the module.
This document provides information about the Introduction to Drawing module taken at Taylor's University. It outlines the module objectives, which are to introduce drawing as a communication tool in construction and different drawing techniques. It also lists the learning outcomes, which are for students to understand drawing representations, principles, and apply drawing to express 3D objects in 2D drawings. The module will be delivered through lectures, tutorials, and self-study over 18 weeks and will involve projects, presentations, and discussions for assessment.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project work.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final portfolio submission.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environments through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in construction and different drawing techniques used. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks and students will be assessed through projects and presentations.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to familiarize students with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply various drawing techniques. Assessment includes two projects - a group project worth 20% and two individual projects worth 30% and 40%. Attendance is compulsory and students must attempt all assessments to pass the module.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include two individual projects and an e-portfolio to demonstrate the module learning outcomes of interpreting drawing representations and applying drawing as a communication tool. The module schedule outlines the weekly topics, assignments and deadlines.
This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves researching a Lego miniature character and generating design ideas for a hanging mobile display for the character. Students will complete 4 parts to their design process journal: 1) researching their character, 2) generating keywords and abstract ideas, 3) investigating hanging mobiles, and 4) compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality of outcomes.
1. The document is a collection of journal entries from a student named Chong Kit Yee discussing various topics in social psychology, including social facilitation, social loafing, intrinsic and extrinsic motivation, self-serving biases, self-fulfilling prophecy, stereotyping, the halo effect, and confirmation bias.
2. In one journal entry, Chong discusses experiencing social facilitation by competing academically with cousins and feeling motivated to work harder in order to perform better than them.
3. In another entry, Chong describes a group project experience where some group members social loafed by being unprepared, absent, and not contributing equally to the work.
This document outlines the requirements for Project 2 of the Introduction to Drawing course. Students are required to sketch and take measurements of two objects with at least three different geometric surfaces. They must then produce a set of architectural drawings including a plan, two elevations, two sections, and a detail drawing/sketch to accurately represent the 3D objects. The drawings must include a title block with details, subtitles, and annotations/notes. Students must submit progress sheets with sketches and measurements of the objects along with their completed set of drawings by October 7th. References on architectural drawing conventions are recommended to aid students in completing the project.
1. This document outlines the final project for an Introduction to Drawing course, which requires students to complete a set of orthographic drawings of an assigned space on campus.
2. Students will be assigned in groups to a site within the university campus, where they must measure and draw the plan, elevations, sections, and a detail of the space to scale on A2 presentation boards using proper drawing conventions and techniques.
3. The required drawings for submission are a key plan, location plan, site plan, floor plan, two elevations, two sections, and one detail drawing. Drawings must be properly labeled and include annotations, title, scale, and other relevant information.
This document provides information about Project 1 for a class, including the timeline and expectations. It outlines that students will complete individual documentation in Week 7 in the form of an Idea Journal (IDJ 1) and poster, focusing on an object they will use to create a DIY instrument. In Week 8, students will do a group presentation performing with their innovated instruments. The document provides guidelines for submitting the IDJ 1, including labeling requirements and assessment criteria focusing on originality, creativity, communication of ideas, and depth of ideas.
The document provides guidance on creating an interesting cover for an idea journal that reflects one's personality. It recommends including a front and back cover as well as a spine with identifying information. A sample cover layout is shown with dimensions and section for a short introduction. Students are instructed to include a definition of creativity, their most creative achievement, and a reflection on the idea journal module in their journal.
The document provides instructions for a journal exercise assignment. Students will produce a journal on A4 paper with a maximum of 5 pages to record ideas, information, and references on assigned topics related to natural disasters and how people deal with them. The journal is to be submitted every 3 weeks and will be assessed for 20% of the student's total grade. At the end of the semester, students must compile their journal entries along with other coursework into an A4 folder for a final 3% assessment.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an introductory design course. It is divided into two parts. Part 1A asks students to individually sketch 10 examples of design elements found in nature and the built environment, along with one abstract artwork exploring elements of design. Students must paste explanation pages identifying the elements behind each sketch. Part 1B will focus on familiarizing design principles through composing simple artworks using everyday items. The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding of elements, clarity of explanations, and originality/quality of artwork.
This document discusses the history and operations of two Chinese medical halls: Cheng Woh Medical Hall and Keen Hing Medical Hall. It provides background on traditional Chinese medicine and its founder Shen Nung. Both medical halls were established in the mid-20th century and are now run by subsequent generations. The document compares their products, locations, workers, target markets, and strategies for competing with other local halls. It analyzes similarities and differences between the two businesses and provides recommendations for improvements.
Kit breaks up with her dirty boyfriend and is attracted to Lucas because he seems tidy. However, her friends warn her not to judge Lucas and try to persuade her he may not be as clean as he seems. Kit refuses to listen due to confirmation bias and believes they must like her. After going to Lucas's house, Kit realizes he is actually messy and regrets her rushed decision not to think twice about him.
The document compares and contrasts the science fiction films The Hunger Games and Divergent. Both are based on popular young adult novels and feature teenage female protagonists, but have different plots, characters, and themes. The Hunger Games is set in a dystopian future where young people must fight to the death on television. Katniss volunteers to take her sister's place. Divergent takes place in a society divided into factions; Beatrice discovers she is Divergent and does not fit into one group. While both depict dystopian futures, The Hunger Games focuses on violence and inequality, while Divergent's theme is identity and choice. Overall, the document analyzes the similarities and differences between the two
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project work.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply various drawing techniques relevant to the construction industry. Assessment will include individual and group projects, presentations, and class participation evaluated through formative and summative assessments.
This document provides information about the Introduction to Drawing module taken at Taylor's University. It outlines the module objectives, which are to introduce drawing as a communication tool in construction and different drawing techniques. It also lists the learning outcomes, which are for students to understand drawing representations, principles, and apply drawing to express 3D objects in 2D drawings. The module will be delivered through lectures, tutorials, and self-study over 18 weeks and will involve projects, presentations, and discussions for assessment.
Drawingmoduleoutlineaugustf2014 150623163257-lva1-app6891Kz Ng
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply basic drawing principles to express 3D spaces in 2D orthographic drawings. The module will be assessed through individual and group projects submitted throughout the semester.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to familiarize students with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply various drawing techniques. Assessment includes two projects - a group project worth 20% and two individual projects worth 30% and 40%. Attendance is compulsory and students must attempt all assessments to pass the module.
This document provides information about the Introduction to Drawing module taken at Taylor's University. It outlines the module objectives, which are to introduce drawing as a communication tool in construction and different drawing techniques. It also lists the learning outcomes, which are for students to understand drawing representations, principles, and apply drawing to express 3D objects in 2D drawings. The module will be delivered through lectures, tutorials, and self-study over 18 weeks and will involve projects, presentations, and discussions for assessment.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project work.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final portfolio submission.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environments through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in construction and different drawing techniques used. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks and students will be assessed through projects and presentations.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to familiarize students with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply various drawing techniques. Assessment includes two projects - a group project worth 20% and two individual projects worth 30% and 40%. Attendance is compulsory and students must attempt all assessments to pass the module.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include two individual projects and an e-portfolio to demonstrate the module learning outcomes of interpreting drawing representations and applying drawing as a communication tool. The module schedule outlines the weekly topics, assignments and deadlines.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Students will learn about drawing as a communication tool, different drawing techniques, orthographic projections, and portfolio development. They will be assessed through group and individual projects, and an online portfolio. The schedule outlines the weekly topics, assignments, and assessments.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Students will learn drawing as a communication tool, different drawing techniques, and how to express 3D spaces in 2D orthographic drawings. Assessment includes group and individual projects, with the final project demonstrating basic drafting skills. Students must complete an online portfolio to pass. The module schedule outlines the weekly topics, assignments, and projects.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include individual and group projects evaluating drawing skills and portfolio development. The module schedule outlines weekly topics ranging from drawing tools and techniques to orthographic projections and final project work.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Assessment will include two individual projects and an e-portfolio to demonstrate drawing skills and the module's learning outcomes of interpreting drawing representations and applying drawing as a communication tool. The schedule outlines the weekly topics, including drawing tools, techniques, conventions and orthographic projections.
This document provides information about the Introduction to Drawing module taken at Taylor's University. The module aims to familiarize students with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool in construction and different drawing techniques. Assessment includes two projects - a group project worth 20% and two individual projects worth 30% and 40% respectively. The module aims to develop students' discipline knowledge and cognitive/soft skills as outlined in Taylor's Graduate Capabilities.
This document provides information about the Introduction to Drawing module offered in January 2014. The 3-credit, 18-week module aims to familiarize students with basic representation of the built and natural environment through different drawing techniques. It will be presented through lectures, workshops, tutorials and student presentations. Students will learn about drawing conventions, orthographic projections, and develop an e-portfolio to demonstrate their drawing skills and the module's learning outcomes. They will be assessed through group and individual projects, with the final project requiring demonstration of basic drafting skills through a series of drawings.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply basic drawing principles to express 3D spaces in 2D orthographic drawings. The module will be assessed through individual and group projects submitted throughout the semester.
This document provides information about the Introduction to Drawing module taken at Taylor's University. The module aims to familiarize students with basic techniques for representing the built and natural environment through drawings. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool in construction and different drawing techniques. Assessment includes two projects - a group project worth 20% and two individual projects worth 30% and 40% respectively. Attendance is compulsory and students must attempt all assessments to pass the module.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environment through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials and discussions. Students will learn drawing as a communication tool and apply basic drawing principles to express 3D spaces in 2D orthographic drawings. The module will be assessed through individual and group projects submitted throughout the semester.
Similar to Drawing module outline august(f) 2014 (20)
This document outlines an internship training program at Paradigm Architects Sdn Bhd. It describes various projects and tasks completed during a 10-week internship, including 3D modeling of a TNB substation in Revit, creating Revit families for windows and gates, filling out an inventory list, modeling individual terrace house units in a residential development, and setting up a block plan. It also discusses a site visit where meeting minutes were taken. The conclusion emphasizes the importance of time management, communication, and teamwork for architects.
The document provides information about a construction project taking place at Opus Lake Vicinity in Cyberjaya, Malaysia. It includes an introduction to the site, discussions of site safety measures, various plants and machinery being used, details on external work like drainage systems and roadwork, and explanations of setting out and earthwork processes. The contents page outlines 8 sections that will be covered related to different stages of the construction project.
This document provides a site analysis of Taman Botani Negara Shah Alam. It includes location plans, contour maps, sections, circulation analysis, existing structures, and landscape details. The site contains hills, lakes, and zones for a cactus garden and tropical fruits. Structures include roads, paths, stairs, a gazebo, and greenhouse. Vegetation is organized by zones - coconut palms, breadfruit, and banana near the lakes, and oil palms, durian, and pulasan in the tropical fruit zone. The cactus zone contains agave, opuntia, yucca, and euphorbia species. The document evaluates strengths, weaknesses, opportunities and threats for the site.
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 summarizes the life story of Boo in 3 pages. It describes how Boo grew up in a poor family, eating only porridge for most meals. He faced discrimination from other children for being dirty and smelly. Determined to improve his life, Boo worked hard in school and selling drawings to earn money. After finishing secondary school as one of the top students, Boo pursued a career in advertising in the city. Though he struggled at first due to lack of experience, Boo eventually found success in the advertising field and won several awards.
This 3-sentence summary provides the high-level information from the document:
The document outlines a group project for a psychology class that involves creating a video and presentation. It describes the concepts of social cognitive perspective, stereotyping, persuasion, confirmation bias, first impressions, and halo effect that are incorporated into a story about a girl who judges a potential partner based on appearance but learns more about him. The story is presented through a series of scenes in the video and analyzed in the written report and presentation slides to demonstrate understanding of key psychology concepts.
The document provides background information on characters and costumes for a Japanese period drama, including:
- The Japanese imperial family, whose lineage dates back to the 6th century BC. The emperor plays a largely ceremonial role.
- Samurai, the historical warrior class in Japan who followed codes of honor and often practiced Zen Buddhism.
- Geisha, traditional Japanese entertainers whose skills include music, dance, and conversation to entertain male customers.
- Various peasant roles like a sword maker, koinobori (carp banner) maker, monk, and rebel.
- Descriptions of traditional costumes for the emperor, samurai, geisha, and peasants including monks' robes.
The document discusses several murals located in Penang and Petaling Jaya, Malaysia. It provides background information on the artists who created the murals and descriptions of the murals. Some of the murals aim to raise awareness of issues like caring for stray animals and promoting diversity in Malaysia. The murals use symbols and color contrasts to convey different perspectives and concepts like intercultural communication, subjective perceptions, and social issues.
The document summarizes the plots and characters of the movies The Hunger Games and Divergent. In The Hunger Games, Katniss volunteers to take her sister's place in the annual Hunger Games, where teenagers must fight to the death on live TV. In Divergent, Tris discovers she is Divergent and does not fit into any one faction; she must keep this a secret or be killed. Both movies depict dystopian futures and focus on strong female protagonists, Katniss and Tris, who challenge an unequal social order through acts of bravery and rebellion.
The document lists various streets and locations in Port Klang and Little India in Malaysia. It also contains brief descriptions about maintaining culture, values, and traditions, as well as a quote from Getano Lui, jnr about culture heritage being beyond price.
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
This 3 sentence document does not contain any meaningful information to summarize. It consists of blank lines without any text, images, or other content. As such, there is no high level or essential information that can be extracted from it in 3 sentences or less.
This document outlines the requirements and instructions for an individual final project on designing a residential landscape. Students must choose the same site from a previous analysis project. They will prepare presentation boards showing the design process from conceptual to master plans, as well as plant palettes, cost estimates, and maintenance plans. All drawings must be completed by hand and presented on boards by November 24th. The project aims to develop students' design process and small-scale landscape design skills. It is worth 40% of the total grade.
This document provides instructions for a journal assignment on observing and recording the five senses in the city of Kuala Lumpur. Students are asked to explore selected areas of Kuala Lumpur and experience the city through their five senses. They must then elaborate on their findings in a 5-10 page journal entry using visual note-taking techniques and annotated photographs. The journal is due by 12pm on August 4th in Ms. Dee's mailbox so it can be returned promptly.
This document provides instructions for a journal exercise assignment. Students are asked to produce a journal on A4 size paper with a maximum of 5 pages to record their ideas, information, and investigation into assigned topics. They must include a label on each page with their name and submit the journal every 3 weeks on the specified due dates. The journal can include sketches, doodles, photos, diagrams, definitions, or research materials, but it must be handwritten and hand drawn. The journal will be assessed in 3 parts and a compilation, making up 20% of the student's total marks. The second topic for the journal is conservation and preserving nature, with instructions for students to explore an issue, elaborate their findings, and organize the
The document provides instructions for a journal exercise assignment. Students will produce a journal on A4 paper with a maximum of 5 pages to record ideas, information, and references on assigned topics related to natural disasters and how people deal with them. The journal is to be submitted every 3 weeks and will be assessed for 20% of the student's total grade. At the end of the semester, students must compile their journal entries along with other coursework into an A4 folder for a final 3% assessment.
1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Introduction To Drawing ( ARC 3333)
Prerequisite: None
Credit hours: 3
Instructor: Ida Marlina Mazlan | Ida.mazlan@gmail.com
Sufina Abu Bakar | Sufina.AbuBakar@taylors.edu.my
Noorul Iffa Mohd Nayan | NoorulIffa.MohdNayan@taylors.edu.my
Module Synopsis
The module is aim to assist students to familiarize the basic representation of the built and natural
environment through drawings. It engages students with different techniques of drawing and encourages
them to explore different methods of drawing to enable them to utilize it as communication skills in the
construction industry. The module will be presented in the form of a studio with lectures, workshops,
tutorials, student presentations and class discussion.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce drawing as a communication tool in the construction industry.
2. To introduce different techniques of drawing in the built environment practice.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Interpret the type of drawing representation used in the construction industry
2. Relate the basic principles and conventions of drawing skill as a communication tool in the construction
industry.
3. Apply drawing as a means of communication in order to express three-dimensional space and object
into two- dimensional orthographic drawings.
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
! Lecture: 1 hours/week
! Tutorial: 2 hours/week
! Self-study: 3 hour/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements
ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 1 | P a g e
2. Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0
Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 2,3
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0
Lifelong Learning
2.1 Locate and extract information effectively
2.2 Relate learned knowledge to everyday life 3
3.0
Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively 1
3.2 Define and analyse problems to arrive at effective solutions
Soft Skills
4.0
Communication Skills
4.1 Communicate appropriately in various setting and modes 1,2
5.0
Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0
Intrapersonal Skills
6.1 Manage one self and be self-reliant
6.2 Reflect on one’s actions and learning.
6.3 Embody Taylor's core values. -
7.0
Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0
Digital Literacy
8.1 Effective use of information and communication (ICT) and related
technologies. 2,3
ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 2 | P a g e
3. General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment
component, even though the student has achieved more than 50% in the overall assessment. Failure to
attempt all assessment components, including final exam and final presentation, will result in failing the
module irrespective of the marks earned, even though the student has achieved more than 50% in the
overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 3 | P a g e
4. sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalised.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
! Your ideas and questions are welcomed, valued and encouraged.
! Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
! You have opportunities to give feedback and issues will be addressed in response to that feedback.
! Do reflect on your performance in Portfolios.
! Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process.
Various teaching and learning strategies such as experiential learning, problem-based learning, site visits,
group discussions, presentations, working in group and etc. can be employed to facilitate the learning
process. In SCL, students are expected to be:
! active in their own learning
! self-directed to be responsible to enhance their learning abilities
! able to cultivate skills that are useful in today’s workplace
! active knowledge seekers
! active players in a teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project One Group (20%) - Week 5 20%
Project Two - A Individual (30%) Week 10 30%
Project Two - B Individual (40%)
Week 15 - 40%
E- Portfolio Individual (10%) Week 18 - 10%
TOTAL 100%
ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 4 | P a g e
5. Assessment Components
1. Project One – A (Group)
The first project introduces students to the various types of drawings as a means of communication through
investigation. They will need to discuss and work as a team to generate a presentation and communicate
their findings.
2. Project One – B (Individual)
This project introduces students to key people in the built environment and how drawing conventions and
calculation is used in the field. Students will explore and understand the relationship of key people in built
environment and how the application and complexity of drawing convention and skills is applied in the
practice as a means of communication.
3. Project Two - (Individual)
The final project introduces students to drawing techniques and orthographic projections. Students will
demonstrate their basic drafting skills with drawing that express three-dimensional space through a series of
two-dimensional drawings.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 5 | P a g e
6. Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks Grade
Points Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 – 74 3.33
Evidence of grasp of module; critical capacity and analytical
Good
ability, reasonable understanding of relevant issues;
B 65 – 69 3.00 evidence of familiarity with the literature
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
D 44 – 46 1.33 matter, critical and analytical skills
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit Given for a module where attendance is for information only
without earning academic credit
ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 6 | P a g e
7. Weekly Module Schedule
Week/Date Topic Lecture
Hour
Tutorial
Hour
ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 7 | P a g e
Blended
Learning
Week 1
4th August 2014
ORIENTATION WEEK 2 2 3
Week 2
11th August 2014
Lecture 1 : Introduction to Module and
Projects Brief
Briefing Project 1
2 2 3
Week 3
18th August 2014
Lecture 2: Introduction to types of drawing
and professional roles - Purposes & Relationship
2 2 3
Week 4
25th August 2014
Lecture3: Initial concept from sketch to
design
Interior, Building , Structure, Landscape and
Urban space
Lecture 5 : Drawing tools
Paper types, Scale Ruler, French Curve, Set Squares,
Compass, Measuring Tape, Cutting Mat, Construction
Drawings
2 2
3
Week 5
1st Sept. 2014
PROJECT 1 PRESENTATION
*Lecture and tutorial time replace by presentation
Briefing Project 2A
2 2
2
Week 6
8th Sept. 2014
Lecture 4: Multidisciplinary drawings
Graphic Designer, Architectural , Engineer, Product
Designer, Planner
2 2 3
Week 7
15th Sept. 2014
Lecture 6: Drawing convention,
documentation & calculation
Layout, Formats and Sizes, Scales, Title Block
2 2 3
Week 8
22nd Sept. 2014
Lecture 7: Drawing convention,
documentation & calculation
Role of an Architect
2 2 3
Week 9
29th Sept. 2014
Lecture 8: Drawing convention,
documentation & calculation
Role of a Quantity Surveyor
2 2 3
Week 10
6th October 2014
Lecture 9 : Drawing techniques 1
Line, Line Weights and Composition
PROJECT 2A SUBMISSION
2
2
2
Week 11
13th October 2014
Lecture 9 : Drawing techniques 2
Redevelopments Drawings from Digital
Photographs
Briefing Project 2B
2 2 3
SEMESTER BREAK
Week 12
27th October 2014
Lecture 10 : Orthographic projection
Plan, Elevation and Section
2 2 3
Week 13 Lecture 11 : Orthographic projection 1 3 3
8. 3rd November 2014 Detail Drawings
Week 14
10th November
2014
Discussion/ Class Activity related to Final Project 1 3 3
Week 15
17th November
2014
Discussion/ Class Activity related to Final Project
1 3 3
Week 16
24th November
2014
PROJECT 2B SUBMISSION 1 3 3
Week 17
1st December 2014
Discussion/ Class Activity related to E-Portfolio
1 3 3
Week 18
8th December 2014
Submission of E-Portfolio 1 3
ARC 3333 – INTRODUCTION TO DRAWING (JANUARY 2014) 8 | P a g e
3
Digital
upload of
Final Project
Week 19
15th December
2014
Exam Week
*No final exam for intro to Drawing
Note: The Module Schedule above is subject to change at short notice.
References
Main References :
1. Edwards, Brian, 2008. Understanding Architecture Through Drawing. Taylor &
Francis, USA and Canada.
2. Frascari, Marco, 2011. Eleven Exercises in the Art of Architectural Drawing.
Routledge, USA and Canada.
3. Zell, Mo, 2010. The Architectural Drawing Course. Thames & Hudson, United
Kingdom.
Additional
References :
1.