This document outlines a design project with two parts for students. Part 1 involves individually sketching design elements observed in nature and the built environment. Part 2 involves working in groups to create nine abstract artworks using daily items that demonstrate design principles. Students must submit sketches and an individual artwork for Part 1, and display their group's nine artworks along with presentation boards explaining the design principles for Part 2. The project aims to help students learn about and apply design elements, principles, and the design process through observational sketching and creative art projects.
Lee Yet Yee is taking the Foundation in Natural and Built Environment (FNBE) course at Taylor's Lakeside University. The Introduction to Design module is exposing her to the design process and helping her improve her critical thinking and creativity skills. She is learning about design principles, elements, and materials, which will allow her to create more appropriate and interesting designs. The module is providing training for harder design projects during her degree program. She is documenting all the processes and outcomes of each project in her portfolio.
This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves students researching and understanding their Lego miniature character and generating design ideas and concepts for a hanging mobile display for the character. Students will complete 4 parts to their design process journal over multiple submissions, investigating their character, generating keywords and ideas, exploring what makes a good hanging mobile, and 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 and workmanship.
FNBE 0814- INTRODUCTION TO DESIGN- PROJECT 2kaiwenyeo
ย
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
FNBE0115 - ITDESIGN PROCESS JOURNAL BRIEFbarbaraxchang
ย
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It describes 4 tasks for the Design Process Journal that involve researching the character, generating design ideas and concepts, investigating what makes a good hanging mobile, and compiling process work. Students will individually complete sketches, drawings, and other visual materials to demonstrate their understanding of the design process. Their work will be assessed based on understanding of the tasks, depth of content, and originality and quality of outcomes.
1. The document outlines a design project for students to learn about design elements and principles through creating abstract artworks using natural and man-made objects.
2. It is divided into two parts - the first involves individually sketching design elements in nature and the built environment, and creating two abstract art paintings. The second part has students work in groups to create nine simple artworks using daily items to demonstrate design principles.
3. Students are assessed based on their understanding of design elements and principles as demonstrated through the originality, creativity, and quality of the artworks and presentation boards created.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will explore the word's meaning, develop 2D design elements, and transform these into 3D models using various materials over 4 tutorial sessions. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying the design process and principles learned in Part 1. They will present their process journal and 3 design proposals in the first tutorial session.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork representing a randomly assigned word like "FLARE" or "ROTATE". Students will go through a process of 2D exploration, then use materials like foam board and cardboard to make 3D models. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying design elements and principles explored in Part 1. They will present their process, the character, ideas for the mobile, and 3 concept proposals. The goal is to design an abstract hanging structure reflecting keywords related to the Lego figure.
Lee Yet Yee is taking the Foundation in Natural and Built Environment (FNBE) course at Taylor's Lakeside University. The Introduction to Design module is exposing her to the design process and helping her improve her critical thinking and creativity skills. She is learning about design principles, elements, and materials, which will allow her to create more appropriate and interesting designs. The module is providing training for harder design projects during her degree program. She is documenting all the processes and outcomes of each project in her portfolio.
This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves students researching and understanding their Lego miniature character and generating design ideas and concepts for a hanging mobile display for the character. Students will complete 4 parts to their design process journal over multiple submissions, investigating their character, generating keywords and ideas, exploring what makes a good hanging mobile, and 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 and workmanship.
FNBE 0814- INTRODUCTION TO DESIGN- PROJECT 2kaiwenyeo
ย
This document provides instructions for a two-part design project. Part 1 involves creating a 3D geometric artwork in a group that represents a given word. Part 2 involves individually designing a hanging mobile display for a Lego miniature that applies design elements and principles. Students will go through an iterative design process, presenting updates at weekly tutorials before submitting their final models and presentation boards at the end of the semester. The project aims to help students understand and apply principles of design, transformation of 2D to 3D, and visual communication through diagrams.
FNBE0115 - ITDESIGN PROCESS JOURNAL BRIEFbarbaraxchang
ย
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It describes 4 tasks for the Design Process Journal that involve researching the character, generating design ideas and concepts, investigating what makes a good hanging mobile, and compiling process work. Students will individually complete sketches, drawings, and other visual materials to demonstrate their understanding of the design process. Their work will be assessed based on understanding of the tasks, depth of content, and originality and quality of outcomes.
1. The document outlines a design project for students to learn about design elements and principles through creating abstract artworks using natural and man-made objects.
2. It is divided into two parts - the first involves individually sketching design elements in nature and the built environment, and creating two abstract art paintings. The second part has students work in groups to create nine simple artworks using daily items to demonstrate design principles.
3. Students are assessed based on their understanding of design elements and principles as demonstrated through the originality, creativity, and quality of the artworks and presentation boards created.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will explore the word's meaning, develop 2D design elements, and transform these into 3D models using various materials over 4 tutorial sessions. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying the design process and principles learned in Part 1. They will present their process journal and 3 design proposals in the first tutorial session.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork representing a randomly assigned word like "FLARE" or "ROTATE". Students will go through a process of 2D exploration, then use materials like foam board and cardboard to make 3D models. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying design elements and principles explored in Part 1. They will present their process, the character, ideas for the mobile, and 3 concept proposals. The goal is to design an abstract hanging structure reflecting keywords related to the Lego figure.
O documento trata de um cรณdigo "ITD 1A", que provavelmente se refere a um departamento de tecnologia da informaรงรฃo ou serviรงos de TI com uma classificaรงรฃo ou identificaรงรฃo "1A". Infelizmente o documento รฉ muito breve e nรฃo fornece mais detalhes sobre o significado exato desses cรณdigos.
FNBE 0814- INTRODUCTION TO DESIGN- DESIGN JOURNALSkaiwenyeo
ย
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.
FNBE 0814 - INTRODUCTION TO DESIGN -DPJ 04kaiwenyeo
ย
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It consists of 4 parts where students research their character, generate design ideas from keywords, investigate what makes a good mobile display, and compile their work. Students will thoroughly understand their character, explore design elements and principles, present initial hanging display ideas, and submit a portfolio compiling their process work. The assignment aims to familiarize students with design investigation, exploration, and interpreting ideas through a simple project. Students will be assessed on demonstrating their understanding of tasks, the depth and relevance of content, and the originality and quality of their work.
FNBE 0814 INTRODUCTION TO DESIGN- IDJ 001kaiwenyeo
ย
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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 value.
2) Working in groups, students will create nine artworks using daily items to demonstrate design principles. They will present their artworks and explain the principles through presentation boards.
The document provides objectives, learning outcomes, submission requirements, assessment criteria, and references to guide students in successfully completing the project.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select a base, fixtures to connect items, and apply one principle to each artwork. They must present the artworks and explain the applied principles on two presentation boards.
The objectives are to learn design processes, components, and principles. On completion, students should recognize and apply elements and principles
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select an item, base, and method of arrangement. They will apply one principle to each artwork, such as balance or asymmetry. The artworks and presentation boards will be assessed based on demonstrated understanding of elements and principles as well as creativity, technique, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks by specified dates and be prepared for pin up tutorial sessions to present their work. They will be assessed based on demonstrated understanding of design elements, principles, composition, originality, creativity, and quality of presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
O documento trata de um cรณdigo "ITD 1A", que provavelmente se refere a um departamento de tecnologia da informaรงรฃo ou serviรงos de TI com uma classificaรงรฃo ou identificaรงรฃo "1A". Infelizmente o documento รฉ muito breve e nรฃo fornece mais detalhes sobre o significado exato desses cรณdigos.
FNBE 0814- INTRODUCTION TO DESIGN- DESIGN JOURNALSkaiwenyeo
ย
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.
FNBE 0814 - INTRODUCTION TO DESIGN -DPJ 04kaiwenyeo
ย
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document outlines an assignment for students to learn about the design process through developing a hanging mobile display for a Lego miniature character. It consists of 4 parts where students research their character, generate design ideas from keywords, investigate what makes a good mobile display, and compile their work. Students will thoroughly understand their character, explore design elements and principles, present initial hanging display ideas, and submit a portfolio compiling their process work. The assignment aims to familiarize students with design investigation, exploration, and interpreting ideas through a simple project. Students will be assessed on demonstrating their understanding of tasks, the depth and relevance of content, and the originality and quality of their work.
FNBE 0814 INTRODUCTION TO DESIGN- IDJ 001kaiwenyeo
ย
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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 value.
2) Working in groups, students will create nine artworks using daily items to demonstrate design principles. They will present their artworks and explain the principles through presentation boards.
The document provides objectives, learning outcomes, submission requirements, assessment criteria, and references to guide students in successfully completing the project.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select a base, fixtures to connect items, and apply one principle to each artwork. They must present the artworks and explain the applied principles on two presentation boards.
The objectives are to learn design processes, components, and principles. On completion, students should recognize and apply elements and principles
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students must select an item, base, and method of arrangement. They will apply one principle to each artwork, such as balance or asymmetry. The artworks and presentation boards will be assessed based on demonstrated understanding of elements and principles as well as creativity, technique, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements, and composition used. They will be assessed on their understanding and application of design concepts, the originality and quality of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their artworks and explanations of the design elements and principles used. They will be assessed on their understanding and application of design concepts, as well as the originality, quality and presentation of their creative works.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks by specified dates and be prepared for pin up tutorial sessions to present their work. They will be assessed based on demonstrated understanding of design elements, principles, composition, originality, creativity, and quality of presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items that demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items exploring design principles. Students select a material, base, and method of arrangement. They apply principles like balance and asymmetry. The artworks and presentation boards are assessed on understanding of elements and principles, creativity, and clarity of explanation.
This document outlines Project 1A for an introductory design course. It has two parts:
1. Individual sketches of design elements in nature and the built environment, with 8 sketches and 2 abstract artworks. Students must identify lines, shape, texture, form, and hue in nature and the built environment.
2. A group project to create 9 simple abstract artworks using daily items to demonstrate design principles, elements, and composition. Students must choose items, a base, and methods to arrange the items. They will apply 9 principles like balance and asymmetry. They must present the artworks and explain the principles on boards.
The project aims to help students recognize and apply design elements and principles through observation
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and creating abstract artworks. Part 2 involves working in groups to create 9 simple abstract artworks using daily items to demonstrate design principles. Students will present their work along with boards explaining the principles, elements and composition used. They will be assessed on their understanding and application of design concepts, the quality and creativity of their artworks, and the clarity of their presentation.
This document outlines a design project with two parts for students. Part 1 involves individually sketching natural and built environment elements and producing abstract artworks. Part 2 involves working in groups to create nine simple abstract artworks from daily items exploring design principles. Students must submit sketches and artworks demonstrating understanding of elements and principles. They will give a presentation explaining the group artwork's theme, applied principles, and composition through diagrams and boards. Assessment criteria include demonstrated understanding of elements, principles, composition, originality, creativity, and presentation quality.
Similar to FNBE0814 Introduction To Design Project 1 (16)
Abstract art is non-representational art that does not depict recognizable objects or scenes. The document describes two digital artworks inspired by radial energy waves and bubbles. Both artworks use geometric shapes that change in scale, with one using triangular pyramid shapes spreading out from the center and the other using cubes splitting upwards from the bottom left. Both artworks employ design principles like shape, form, repetition, rhythm, and proportion to create movement from large to small scales within the balanced compositions.
Advertising is a form of communication between producers and consumers used to make customers aware of products and services, draw customers to businesses, and enhance company image. While some companies falsely advertise to convince purchases, this is illegal and unethical as it misleads customers, and solutions include strengthening laws against false advertising and exposing lies on social media.
Heng Furnishing in Penang and The Curiosity Shop in Kuala Lumpur are two furniture businesses that were analyzed and compared. Heng Furnishing is a 42-year old family-run sole proprietorship that sells ready-made furniture and provides interior design services. The Curiosity Shop is a 10-year old commercial business that sells unique vintage furniture, decorative items, and provides restoration and design services. While Heng Furnishing aims to expand into mattress sales, The Curiosity Shop hopes to strengthen their team and supply quality products. Both businesses were found to differ in their locations, types of furniture sold, and financial situations.
The document provides guidelines and requirements for a group assignment comparing two businesses in different geographical locations. Students must form groups, select two businesses (one in Penang and one in Klang Valley) to research, conduct interviews and on-site observations. They must then submit a 2000-word written report analyzing and comparing the competitive behaviors and traits of the two businesses based on their environmental factors. The report should also include video segments and recommendations. It will be assessed based on spelling/grammar, background information, analysis of competitive behavior, and video quality.
FNBE 0814- SOCIAL PSYCHOLOGY- PROJECT BRIEFkaiwenyeo
ย
This document provides the project brief for a social psychology group project worth 40% of the PSYC 0103 course. The project has three components: creating a video clip incorporating class concepts, a written report on the clip, and a presentation of the clip. It aims to help students recognize connections among concepts and perspectives in psychology and other disciplines. Students must undertake a literature review exploring significant texts and current trends. The report should demonstrate the development of thinking throughout the unit. Learning outcomes include understanding critical analysis, being a lifelong learner through self-reflection, demonstrating critical conceptual thinking, and developing collaborative and communication skills. Students will be assessed on their ability to reflect, analyze, and develop arguments in designing and reporting on the video clip.
This document outlines the assessment components for PSYC 0203, totaling 100%. It includes 3 assignments, 2 tests, and an e-portfolio. Assignment 1 is a journal entry worth 20% and requires discussing 5 concepts from class in 5 personal experience entries. Assignment 2 is a group comic project worth 10% that incorporates 5 concepts into a storyline. Assignment 3 has 3 parts worth 30%: a 3-5 minute video clip incorporating class concepts, a 1500 word written report explaining the concepts in the clip, and a presentation of the clip to the class. Tests 1 and 2 are each worth 15% and the e-portfolio is worth 10%.
FNBE 0814- INTRODUCTION TO BUSINESS- BUSINESS REPORTkaiwenyeo
ย
The group formed a charity called "Kedai Runcit CT" to raise funds for Sai Asirwaths Home orphanage by selling childhood snacks and drinks on campus for 5 days. Their objectives were to raise a minimum of RM2500 through sales and donations. They analyzed competitors selling similar products and promoted their goods through social media, campus promotions, and family/friend support. Products included candies, snacks, and drinks priced on average 3 times their cost. Through their efforts, the group successfully raised RM2508 for the orphanage.
FNBE 0814- INTRODUCTION TO BUSINESS- FINAL ASSIGNMENTkaiwenyeo
ย
The document provides details about a final charity drive project for an Introduction to Business course. The project aims to give students practical experience running a mock business and understanding social responsibilities. Students will form groups of up to 4 members to sell products/services during a charity drive week and donate all profits to a charity. They must submit a project report and supporting documents. Requirements include taking a typhoid vaccine if handling food. Students will be assessed on the report content, achieving fundraising goals, financial records, peer evaluations, and a self-reflection video.
FNBE 0814- EFFECTIVE PUBLIC COMMUNICATION - PROJECT 3- kaiwenyeo
ย
This document outlines an oral presentation assignment for a course on effective public communication. Students must work in groups of 4-5 to research and present on the analysis of two different businesses. They must describe the background, competitors/challenges, nature of business, and strategies used for each business as well as recommendations for future plans and expansion. Students have between 20-25 minutes to present on December 1st and must submit their presentation materials and a cover page with their names by that date. The assignment will be assessed based on understanding of the brief, content and organization of ideas, use of references, grammar, and mechanics. Suggested references and a sample cover page format are also provided.
FNBE 0814- EFFECTIVE PUBLIC COMMUNICATION - PROJECT 2- MURAL ARTkaiwenyeo
ย
This document outlines an oral presentation assignment for a course on effective public communication. Students will work in groups of 6-8 and choose 4 murals or steel artworks from Penang and Klang Valley to analyze. For each artwork, they must describe the artist's background, the artwork itself, and identify 5 communication concepts. Students must submit a 15-20 minute PowerPoint presentation by May 25th and present their findings on that date. They will be assessed based on their understanding of the prompt, content quality and organization, use of references, and grammar.
FNBE 0814- EFFECTIVE PUBLIC COMMUNICATION- PROJECT 1-PHOTO BLOGkaiwenyeo
ย
This document outlines an assignment for a photo blog for a class on communication and behavior. Students will work in groups of four to create a blog with 25-30 photos of a location of their choice, along with 20-30 word captions for each photo. The photos should focus on people, food, activities, and cultural/architectural features of the location. Students will be assessed based on their understanding of the brief, quality of content and writing, organization, use of references, and grammar. The assignment aims to demonstrate principles of communication through analyzing interactions, raise awareness of cultural differences, and communicate ideas in academic English.
FNBE 0814- ENGLISH II- ASSIGNMENT 2-REPORTkaiwenyeo
ย
The document summarizes a research report comparing two furniture businesses - Heng Furnishing in Penang Island and The Curiosity Shop in Kuala Lumpur. It describes the history and operations of the two businesses, including their locations, products, services, competitors and strategies. It also provides background on the furniture trade in Malaysia. The group conducted interviews and research to analyze and compare the similarities and differences between the two businesses.
FNBE0814- SOCIAL PSYCHOLOGY- ASSIGNMENT 1kaiwenyeo
ย
The document summarizes Yeo Kai Wen's journal entries on various topics in social psychology. It describes several experiences where social psychology concepts like social facilitation, self-concept, self-serving bias, and perseverance effect are demonstrated. It also discusses observations of stereotyping, social perception, halo effect, observational learning, and operant conditioning in personal experiences. The journal provides real-world examples of how social psychology principles influence behaviors and perceptions.
FNBE 0814- Social Psychology - Assignment 3- Reportkaiwenyeo
ย
The document summarizes a group project conducted by students for their Social Psychology class. It includes:
- An introduction outlining the objectives of creating a video to demonstrate concepts from the class.
- A methods section describing the storyline chosen, materials used in filming, and roles of each group member.
- An analysis section that uses screenshots from the video to explain how it portrays the concepts of social interaction, optimistic bias, hostile aggression, bystander effect, and extrinsic motivation.
FNBE 0814- Social Psychology- Assignment 2kaiwenyeo
ย
Jim notices a buff guy at the gym and learns his workout routine through observational learning. He works out harder when friends are around due to social facilitation. Jim believes he can achieve a buff physique through self-efficacy. After months, Jim sees some progress and is complimented by a girl due to recency effect, though thinks it could be worse using downward counterfactual thinking.
FNBE 0814- EFFECTIVE PUBLIC COMMUNICATION- ASSIGNMENT 2 - MURAL ARTkaiwenyeo
ย
This document summarizes information about several murals located in Penang, Malaysia and Shah Alam. It describes the murals, including their locations, artists, and what is depicted. It also provides background on some of the artists. The document analyzes the murals using concepts from effective public communication, such as facial expressions, body movements, and selective attention. References are provided at the end to sources about the murals and artists.
This document compares two furniture businesses - Heng Furnishing in Penang and The Curiousity Shop in Kuala Lumpur. Heng Furnishing was founded in 1973 and has one branch, focusing on ready-made and modern furniture. The Curiousity Shop was founded in 2005 and focuses on vintage furniture and decorative items. It provides restoration and design services. While Heng Furnishing earns around RM800,000 annually, The Curiousity Shop operates at a break-even level. The document recommends that Heng Furnishing expand its shop space and provide parking, while The Curiousity Shop improves advertising and organizes its products better.
This document outlines an assignment for a group research project and presentation. Students will form groups to research and compare two similar businesses in different locations. They must conduct interviews and secondary research, and write a 2,500-3,000 word report comparing the businesses' histories, operations, competitive strategies, and markets. Students will also present their findings and be evaluated on structure, content, and presentation skills. Detailed guidelines are provided on the report format, research methodology, and assessment criteria.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
ย
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
ย
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
ย
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
ย
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Setup Default Value for a Field in Odoo 17Celine George
ย
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
ย
FNBE0814 Introduction To Design Project 1
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
INTRO TO DESIGN - ARC30205
Prerequisite: None
Lecturers: Ms Delliya Zain & Ms Sufina Abu Bakar & Ms Shazreene Shamsuddin
Project 1
Getting To Know Elements & Principles of Design through 2D Abstract Art
10% Individual +20% Group Work (out of the 100% overall marks)
Site Visit: 7th February 2015 at Taman Botanic Putrajaya
Individual Component Submission: 13th March 2015
Group Component Submission: 3rd April Presentation atCODA
Introduction
This project is divided into 2 important parts. The first part is about getting to know the basic design
elements through observing nature and the built environment by sketching the apparent and concealed
design elements in both environments. The second part will concentrate on familiarizing design principles
through composing simple art work using simple daily items. Both parts are basically dealing with 2D
artwork.
Objectives of Project
The objectives of this project;
1. To learn the design process and design components such as sketching, drawing conventions,
observation, investigation and production of presentation.
2. To form a comprehensive understanding of the basic principles, elements and design process at an
appropriate level.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. To recognize and identify design elements and design principles.
2. To apply the design elements and design principles in simple projects.
Any time one or more
things are consciously put together
in a way that they can accomplish something better
than they could have accomplished individually,
this is an act of design.
(Charles Eames)
2. 2
Tasks - Methodology
PART 1A โ Sketching Elements of Design in Nature and the Build Environment- INDIVIDUAL
Individually students are required to observe nature and the build environment and capture design elements
apparent or unseen with their bare eyes. Students are required to sketch their findings, understanding and
interpretation of basic design elements on white A5 art block paper. In total 10 A5 sketches. In addition
students are to produce 1 piece of A4 size artworks to explore further the basic elements of design inspired
by nature. Students are required to sketch the followings and to include an explanation page(s) for each
item behind the artwork to further explain and identify the required elements of design through simple
diagrams;
Students are required to further understand and research each design elements to help them see,
understand, record, sketch and explain in the explanation page.
๏ท For all item, students are required to sketch using 2B pencil or felt pen / art line pen for these
sketches. For each sketch, it should not be all 2B pencil or all felt pen.
๏ท For E, J and K, students are may use water colour, pastel, markers and pencil colour.
๏ท For K students may use any medium and paper.
๏ท Students are required to prepare it according to Fig 1.0 Project One A โ Submission Layout.
3. 3
PART 1B โDaily Items Artwork Exploring Principles of Design โ IN GROUPS
In groups students are required to create nine simple contemporary abstract art works using the given
daily materials to show their understanding of design principles, elements and composition. As for the final
submission and presentation, students are required to display all nine artwork as one artwork and to include
2x A2 presentation board explaining about the design principles, design elements and composition that is
applied to the artwork. Students may also elaborate about the theme or ideas and the techniques and
consideration used to make the art work.
Please follow these instructions;
STEP ONE: Firstly students will randomly accept one of the following items to create the artwork; (only
choose one type and one colour and one size if it applies to the items)
A.Plain Fabric B.Plastic Bags C. Tracing Paper
D. Corrugated Card Board E. Metal Wires F. Plastic Raffia
STEP TWO: Select one of the followings as the most suitable base for all nine artwork. (The base should
be A4 size and should use as it is โ the original stateโ no paint work or spraying etc.)
A.Using the same given item as
the base.
B. Not using any base.
(each artwork can work or be
presented without a base)
C. Canvas with frame
D. Plywood E. Clear Perspex/Acrylic F.Wire/Plastic Mesh
4. 4
STEP THREE: Select one of the followings as the most suitable fixtures or connecters or methods to
arrange or attach the items together as an art work for all nine artwork. If possible these supporting items
should be less obvious in the art work. Students are NOT allowed to use any form of glue, double sided
tape, masking tape or Sellotape or sticky tapes etc.
A.
Method: sewing
Material: using thread or
monofilament (tali tangsi)
B.
Method: tying
Material: using strings or threads
C.
Method: any method
Material: using wires
D.
Method: pin
Material: Using needle pin
E.
Method: attached
Material: using paper fastener
F.
Method: any method
Material: using the items given
STEP FOUR: Select nine principles from the followings. One principle for each artwork.
Balance Asymmetry Proportion Contrast Variety
Dominance Pattern/ Repetition Movement Centralized
Emphasis Radial Random Rhythm
Balance Symmetrical Unity Hierarchy Dynamic
STEP FIVE: Explore and understand your items and materials. Look at the characteristic, limitation and
possibilities etc. It is Best is to really look at your item and base from all perspectives.
Explore and understand thoroughly the nine principles. You will need to consider the composition and
apply the rules of thirds or the golden rule. In each artwork you will need to also include design
element(s) โ such as shape or lines or dot or space or even texture.
Through your exploration and research, come up with the best theme or approach that will tie all your nine
artwork together. It is best to look at the given items for the best suitable theme. And start planning for the
presentation boards.
STEP SIX: Follow the schedule below;
W5
No tutorial โ unless
by appointment
Take time to discuss and play around with the items and materials as a group.
Come up with as many options of theme, techniques and inspirations etc. Make
mock up models etc. Draw up the presentation layout and structure the content.
W6
20/3 Tutorial
This will be a pin up tutorial session. You are required to present your findings and
understanding of the materials, techniques etc. and show as many options of the
art work each on as an A4 size artwork. Show the possible 9 artworks and its
principles. Show the draft the presentation board layout and content on butter paper
at A2 size. Show as much progress as possible.
W7
27/3 Tutorial
Show final progress on the theme, techniques, the principles, and composition etc
of the 9 art works. And the presentation board layout, diagrams, content, method
and materials. (to get final approval before submission)
W8
3/4 Presentation
You are required to set up on the 2nd of April at CODA.
PROJECT ONE B โ Presentation- time TBC.
5. 5
Submission Requirement
PART 1A โ Submission Week 5 โ 13th of March 2015, Friday 3PM
๏ท The orientation of the drawings should be all the same. Please refer to Fig O1.
๏ท Students are required to paste the explanation page(s) behind the sketches beautifully.
๏ท The explanation page should include diagram(s) and key words to explain further about the design
elements that you are emphasising on the sketch. Please provide a small photo of the subject/item
drawn and it must be from the site. Do not use the photo for explanation. All explanation must
be hand drawn and hand written. (Architecture handwriting)
๏ท The subject/item A-E, should be all natural elements.
๏ท The subject/item F-J, should be about the build environment. (not people -example portrait)
๏ท The abstract art for K, should be original. You may get inspiration from other sources but you need
to make it your own style. But it is best if it was you own idea.
๏ท Please write the labels and title using white pencil and it has to be architecture hand writing.
๏ท The A2 mounting board must be black.
PART 1B โ Submission & Presentation Week 8 โ 3rd of April 2015, Friday (time TBC)
๏ท Students are given 3 minutes for verbal presentation.
๏ท To arrange the daily item together and to attach it to the base, students are only allowed to use
only one of the selected items as given above on page 4.
๏ท For the presentation boards, student may use any type of boards or material, all information
will need to be handwritten in architectural handwriting and hand drawn, printed images are
not allowed, please apply CRAP design principles, and only use collage technique with the
approval of your tutor.
๏ท The content of the presentation boards should be about the theme, items, technique however it
should focus more on the nine principles of the artwork plus the composition and design elements.
All this should be in point form, short sentences, diagrams and sketches. (hand written with
architecture handwriting)
๏ท The artwork should not represent any object or images or symbols. This is an abstract art.
Please use shapes, lines, dots etc.
๏ท You will be presenting in CODA please plan how to exhibits your art work.
๏ท The final artwork should be arrange in this manner;
6. 6
Assessment criteria
The assessment for this assignment will be based on your
๏ท Demonstrated understanding of design element and design principles and composition on the
artwork.
๏ท Originality, creativity, theme/concept, appropriate technique and workmanship quality of the
artwork and presentation boards to enhance the design elements and principles.
๏ท Clarity and content of the explanations of elements and principles of design on the presentation
boards.
Marking criteria
Marks shall be distributed as follows:
PART 1A -
๏ท Demonstrated understanding of design element on the artwork. 2%
๏ท Clarity and content of the explanations of elements of design. 3%
๏ท Originality, creativity, appropriate technique and element and workmanship quality
of the artwork. 5%
Total 10%
PART 1B -
๏ท Demonstrated understanding of design principles and meeting the requirements 3%
๏ท Clarity and structure of content, importance of content, structured layout, diagrams
application, design vocabularies on the presentation boards design and workmanships. 7%
๏ท Originality, creativity & appropriate of techniques, appropriate theme and approaches,
workmanship quality of the artwork and the aesthetic value of the artwork. 10%
Total 20%
NOTE: PLEASE BE INFORMED THAT INVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED BASED ON PEER
EVALUATION AND INSTRUCTURโS EVALUATION ON INDIVIDUAL PERFORMANCE OF A GROUP MEMBER.
Suggested References
These are just some links that should start you with your independent learning through research. Please
donโt just refer to these links. There are books on the module outline as well.
1. http://www.makart.com/resources/artclass/simple.html
2. http://www.art21.org/teach/on-contemporary-art/contemporary-art-in-context
3. http://nwrain.net/~tersiisky/design/principles.html
4. http://www.ehhs.kent.edu/community/vlo/index.html
All sketches, doodles, research, planning, discussion to be place in the e-portfolio. Itโs the
responsibility of every student to make sure they record the process and final product of their work.
Please take a picture of your art work (1B) and SCAN the sketches (1A) before submission and keep
the art work save until the end of semester.