Dv project one a
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This document provides the brief for Project One of the Design Visualization course. The project requires students to produce 8 sketches on A5 paper exploring different sketching techniques including figure drawing, object projection, detail studies, geometric forms, one-point and two-point perspective, and an artistic representation of a famous building. Students will present their sketches pinned to an A2 mounting board and then place them in their Design Journal. The assessment criteria focuses on observation skills, line quality, composition, use of media, and overall skills and aesthetics.
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![FNBE0155 | Design Visualization |Project One Brief |DMZ October 2013
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural and Build Environment (FNBE)
Design Visualization [FNBE 0155]
Credit hours: 5
Prerequisite: None
Lectu re rs : Ms D el l iya Z a i n & Mis s No rm a Su lai m a n
Project One A
Sketch! Like Your Life Depends On It!
15% (Individual Work)
Pin Up Submission Date: 18th October 2013 (Friday)
Introduction
Francis DK Ching
Project 1 will concentrate on application of different types of sketching, rendering technique and rendering
media. Students will be exposed to different types of sketching and rendering skills through the production
of sketches.
1](https://image.slidesharecdn.com/dvprojectonea-131130103407-phpapp02/85/Dv-project-one-a-1-320.jpg)
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1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using everyday items to demonstrate understanding of design principles like asymmetry, pattern, and emphasis. They will present their work along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and work quality shown in their sketches, artworks, and explanations.
Design projectone-fullbrief-150210111409-conversion-gate01
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using everyday items to demonstrate understanding of design principles like asymmetry, pattern, and emphasis. They will present their work along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and work quality shown in their sketches, artworks, and explanations.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) In groups, students will create artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present their work along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and work quality. References are provided to support independent research.
Design Assignment 1a Full Brief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students recognize and apply design elements and principles. They will be assessed based on demonstrated understanding, originality, and workmanship quality shown in their sketches, artworks, and explanations.
DESIGN - Project One - FULL BRief(2).pdf
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
INTRO TO DESIGN #1A & #1B FULL BRIEF
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
Design project one - full b rief
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts:
1) Students will sketch design elements found in nature and the built environment. They will produce sketches and an artwork exploring lines, shape, texture, form, hue, and other elements.
2) Working in groups, students will create nine artworks using everyday items to demonstrate understanding of design principles like asymmetry and pattern. They will present the artworks along with explanation boards.
The project aims to help students learn the design process and understand basic design elements and principles. They will be assessed based on demonstrated understanding, originality, and quality of their sketches, artworks, and explanations.
DESIGN - Project One - Brief - 1A Only.pdf
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.
Similar to Dv project one a (20)
Design projectone-fullbrief-150210111409-conversion-gate01 (1)
Design projectone-fullbrief-150210111409-conversion-gate01 (1)
Design projectone-fullbrief-150210111409-conversion-gate01
Design projectone-fullbrief-150210111409-conversion-gate01
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Project 1-performance-evaluation-2
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This document provides an introduction and background for a study evaluating the lighting and acoustic performance of the Yellow Apron Café located in Petaling Jaya, Malaysia. The objectives are to understand the daylighting, artificial lighting needs, and acoustic performance of the café spaces. Key spaces to be analyzed include the first floor dining area, second floor open dining area, and enclosed meeting room. Literature on architecture acoustics, sound pressure levels, reverberation time, and acoustic design for cafés is also reviewed. The precedent study examines the acoustic design of the Music Café at the August Wilson Center.
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This document outlines the requirements for Project 2 of the Building Science 2 course. The project requires students to integrate lighting and acoustics principles into the design of their final studio project. Students must produce site analyses related to lighting and noise and identify spaces that require artificial lighting, daylighting, and noise management strategies. They must submit two A2 boards - one on lighting integration and one on acoustics integration. Calculations justifying their design solutions must also be included. The project aims to demonstrate understanding of lighting, acoustics, and sustainability through an integrated design approach.
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Seksyen 3 in Petaling Jaya, Malaysia is analyzed using Kevin Lynch's cognitive mapping framework. The area contains distinct districts like residential, commercial, religious and educational. Major roads form strong edges around the triangular shaped area. Prominent landmarks like mosques and tall buildings aid navigation. Key paths connect districts and landmarks, with wider primary routes and narrower secondary streets. Intersections between paths serve as important nodes gathering people. Analyzing the area's paths, edges, districts, nodes and landmarks provides insights for improving urban design and navigation.
Sypnosis 3
The document summarizes a reaction paper written by Chew Ung Heng about the book "The Geometry of Feeling" by Juhani Pallasmaa. Juhani argues that architecture should aim to stimulate people's emotional feelings and imagination, rather than just their visual senses. He believes architects should design buildings with the images and feelings of occupants in mind, not just as physical objects. Juhani also says that architecture influences people's emotional experiences and links their souls to the images a building creates. The quality of a building lies not in its own sense of reality but in its ability to awaken imagination.
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This paper discusses a book that examines the relationship between communication theory, semiotics, ideology, and architecture. The authors introduce the concept of ideology as referring to reality but only providing an illusion, and propose architectural theory as existing outside of ideology to explain the relationship between society and the built environment. They view semiotics as an important tool for architectural theory that can clarify the distinction between communication and signification. The authors see semiotics as a way to better understand how significance is produced in architecture and recommend it be used as part of a larger project rather than an outside concept imported alone. Semiotics may be useful as a way to counter ideology by allowing alternative perspectives on economic and political norms in architecture.
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This document provides a project brief for students to analyze the image of a city based on Kevin Lynch's theories from his book "The Image of the City". The project has two parts:
Part A requires students to identify Lynch's five elements of paths, edges, districts, nodes, and landmarks within a selected city.
Part B requires students to produce a 2000-word illustrated essay and cognitive map that analyzes emerging urbanism in selected spaces of Kuala Lumpur in relation to Lynch's theories of imageability and spatial perception. Rubrics are provided to assess students' critical analysis and research skills.
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This document outlines the requirements for Project 2 of the Building Structures course. The project involves extending a reinforced concrete bungalow. Students must work in groups to produce structural drawings for the bungalow, including foundation, floor, and roof plans. Individually, students must perform structural analysis on at least 6 beams and 4 columns, including load identification and quantification, analysis, and member sizing. The final submission should include an introduction, structural analysis report, design brief, structural plans, load distribution plans, individual analysis reports, and references. Students will be assessed based on their understanding of structural systems and application of analysis concepts and skills.
Building structure report xoxoxo
This document describes the design and testing of a fettuccine truss bridge with a 350mm clear span by a group of 6 students. It provides details of their methodology, including testing different fettuccine and adhesive materials. It also gives an introduction to truss bridges and different truss designs. The document outlines the testing of 3 iterations of their fettuccine bridge, analyzing problems with each design and improvements made to increase the bridge's load capacity. The final bridge design sustained 8kg before failure, achieving the highest efficiency of 598%.
B. structure project 1 brief august 2015
1. This document outlines the requirements for a project to design and construct a fettucini truss bridge with a 350mm clear span and maximum weight of 80g. Students will work in groups to complete the project.
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Asian architecture
The document is a case study on the vernacular courtyard design and climatic design used in the courtyard house. It discusses the traditional Siheyuan courtyard house design found in northern China and compares it to the courtyard house design in Singapore. Some key points:
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- Color schemes, roof designs, and the central role of the courtyard are also similar between the two house styles.
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Aa presentatin
The document discusses the courtyard house design inspired by Beijing Siheyuan and how it achieves thermal comfort. It analyzes the application of Chinese vernacular courtyard design strategies in modern architecture. Specifically, it examines the Singapore Courtyard House design which takes cues from Beijing Siheyuan in its layout, orientation, functions of rooms, and use of a central courtyard to provide ventilation and extend living space. Both designs employ traditional strategies like southern orientation, green spaces, and simple color schemes to create comfortable and harmonious living environments.
Abstract ( asian architecture )
The document compares the courtyard design strategies of traditional Beijing Siheyuan houses and the Courtyard House in Singapore. Both designs follow principles of Feng Shui and hierarchy. The Siheyuan houses have rooms arranged along north-south and east-west axes, with the main house facing south. Similarly, the Courtyard House has two blocks in a north-south orientation around a central courtyard. Both designs also use grey brick and tile with green plants to create harmony and ventilation. The inner courtyard serves as a private family space in both house types. In conclusion, the houses show similarities in their vernacular courtyard-based architectural designs while responding differently to their environments.
Topic issue proposal 2014
The document proposes a case study on the courtyard house design. It will examine how the courtyard house borrows from traditional Chinese courtyard designs to provide ventilation and thermal comfort. Specifically, it will analyze the vernacular courtyard designs used, the functions of different courtyard variants and sizes, and how the design adapts to different climates. The student provides an annotated bibliography and proposes researching these topics through questions on the courtyard design's references, climatic designs, functions, effects of courtyard size and shape on wind patterns, and adaptability across climates.
B sc (hons)(arch) asian architecture arc60403 project aug 2015 (4)
This document outlines the requirements and structure for a contextual architecture study and case study paper project at the School of Architecture, Building & Design. The project involves researching an Asian building within the framework of contextual architecture. Students will conduct a literature review on the building's vernacular architecture attributes and contextual architecture elements. They will present their findings and later produce a 2,000-word case study paper on a specific topic related to the building, with an oral presentation and submission of an abstract, outline, and final paper. The project aims to integrate design and research and introduce students to the research and writing process.
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Dv project one a
- 1. FNBE0155 | Design Visualization |Project One Brief |DMZ October 2013 SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Research Unit for Modern Architecture Studies in Southeast Asia Foundation of Natural and Build Environment (FNBE) Design Visualization [FNBE 0155] Credit hours: 5 Prerequisite: None Lectu re rs : Ms D el l iya Z a i n & Mis s No rm a Su lai m a n Project One A Sketch! Like Your Life Depends On It! 15% (Individual Work) Pin Up Submission Date: 18th October 2013 (Friday) Introduction Francis DK Ching Project 1 will concentrate on application of different types of sketching, rendering technique and rendering media. Students will be exposed to different types of sketching and rendering skills through the production of sketches. 1
- 2. FNBE0155 | Design Visualization |Project One Brief |DMZ October 2013 Objectives of Project The objectives of this project are as follows: To identify a personal and expressive response to visual simulation. To apply basic principles and elements of design and drawing as a language to visualise and to communicate ideas. Learning Outcomes of this Project On successful completion of this assignment, students will be able to demonstrate the following: 1. Recognize their potential for creativity, self-expression and visual awareness. 2. Identify the fundamental principles, elements and techniques in sketching, drawing, design process and presentation skills. Tasks - Methodology Each student is then required to produce 8 number of sketches on suitable A5 size paper (landscape) Students are required to sketch the followings; (free hand sketches) A.Body Parts / Figure / Nature B. Object Projection C. Detail Charcoal on white drawing paper Charcoal on white drawing paper Pencils on white drawing paper D. Geometric Projection E. Tracing a picture (rendering) F. One point Perspective TUC Artline + white drawing paper Artline + Tracing paper Artline + white drawing paper G. Two point Perspective TUC H. Artistic Representation of a famous building (plan/elevation/section/ Pencil & white drawing paper perspective) on brown/black paper/white + mix media or just one type Submission Requirement Students are required to pin up their sketches on presentation day as the Diagram 01 below; A B C D A2 Size Black Mounting Board A2 Size Black Mounting Board E F G H Diagram 01 After the pin up presentation students are required to place these drawings in The Design Journal. All sketches must be drawn free hand. 2
- 3. FNBE0155 | Design Visualization |Project One Brief |DMZ October 2013 Assessment criteria The assessment for this assignment will be based on your Demonstrate excellent observation, able to capture and illustrate what you see Quality of line, line weights, toning, renderings etc Clear and creative compositions, projection, proportion and framing of object Application of media (pencil, pen, water colour, charcoal etc) Skills and aesthetic application 3 Total: 30% 25% 20% 15% 10% 100%