1. This document outlines the requirements for a landscape architecture project involving site analysis and design for a group of students. It provides instructions on selecting a site, conducting site analysis, and developing conceptual design solutions.
2. Students must form groups to select a residential property, survey the site, and document existing site conditions. They will analyze the site and develop conceptual design solutions. Individual students must also complete a graphic journal of landscape elements.
3. Submissions will be evaluated based on understanding the brief, depth of research, graphic communication skills, teamwork, and individual work. The group portion accounts for 20% of the grade and the individual journal 10%.
Project 2 design process research analysisMadeline Liew
ย
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant types, natural elements, and hardscape features through drawings.
- Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection,
This document provides instructions for Project 2A, which involves drawing orthographic projections of furniture and a building. Students are asked to produce plans, elevations, sections and other views based on provided images using drafting skills. The project has two parts, with the first focusing on a piece of furniture and the second on a building. Specific views are listed that must be included for each part. Drafting techniques like line weights, types and quality will be assessed. Students must use appropriate equipment and scales and demonstrate gained knowledge from workshops. Assessment will consider clarity, accuracy, demonstration of skills, and appropriate use of technique and scale. Suggested references and a marking rubric are also provided.
This document provides instructions for a process essay assignment. Students must write a 5-paragraph essay describing the steps involved in producing an attractive kitchen utensil sketch. The essay must be 600-800 words, typed in Arial 12 point font with double spacing. It must be informed by research, include a pre-writing draft and cover page, and be submitted by May 11th. The assessment criteria include understanding the brief, organization, use of references, grammar, and mechanics. Suggested references for the essay are also provided.
The document summarizes the process of sketching a kitchen knife. It begins by outlining what a sketch is and why the author chooses to sketch a kitchen knife. The author then describes the tools used, which include various grades of pencils, a ruler, and charcoal pencil. The process involves first outlining the knife, adding layers of shading with different pencils, and erasing unused areas. Although the curve of the knife and shading took time to complete, the author felt a sense of accomplishment upon finishing the sketch.
The document is a final project report for a social psychology class. It discusses a group project where students created a video applying 5 social psychology concepts - racism, attributions, ABC model of attitude, social influence, and egoism. The video portrayed two coworkers, one who is racist towards the other. It shows how her attitudes change from disliking to helping the coworker after learning the reason for her absence was due to a family death. The report describes the storyline, script, filming process, and explains how each concept was demonstrated in the video.
This document outlines the requirements for Project 3 of the Culture & Civilization module. The project involves researching and documenting places of cultural and architectural significance through a postcard series and packaging. Students must choose a theme related to Malaysian architecture, religious places, or spaces and people. They will design a timeline and 10 postcards communicating their research findings. The postcards will be compiled and packaged. Regular progress updates and feedback sessions with the lecturer are required leading up to the submission deadline. The project aims to enhance students' understanding of human civilization and development through investigative research skills.
The Sultan Ahmed Mosque, also known as the Blue Mosque, is one of the most impressive monuments in Istanbul, Turkey. Sultan Ahmed I commissioned the royal architect Mehmet Aga to build the mosque after wars depleted the treasury. Construction began in 1609 on the site of the Byzantine emperors' palace and Hagia Sophia, using some of their foundations. The interior features over 20,000 handmade tiles, more than 200 stained glass windows, and the dome and half-domes are decorated blue. It remains one of Istanbul's most significant historic and artistic sites.
This document summarizes a research report comparing two bak kut teh restaurants in Malaysia. A group of seven students chose to compare a bak kut teh restaurant in Klang, which has been a family business for generations, to a smaller family restaurant in Subang Jaya that is only eight years old. The group researched the history and origins of bak kut teh, conducted interviews at the two restaurants, analyzed their business strategies and competitive traits, and compiled their findings into a report and presentation.
Project 2 design process research analysisMadeline Liew
ย
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant types, natural elements, and hardscape features through drawings.
- Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection,
This document provides instructions for Project 2A, which involves drawing orthographic projections of furniture and a building. Students are asked to produce plans, elevations, sections and other views based on provided images using drafting skills. The project has two parts, with the first focusing on a piece of furniture and the second on a building. Specific views are listed that must be included for each part. Drafting techniques like line weights, types and quality will be assessed. Students must use appropriate equipment and scales and demonstrate gained knowledge from workshops. Assessment will consider clarity, accuracy, demonstration of skills, and appropriate use of technique and scale. Suggested references and a marking rubric are also provided.
This document provides instructions for a process essay assignment. Students must write a 5-paragraph essay describing the steps involved in producing an attractive kitchen utensil sketch. The essay must be 600-800 words, typed in Arial 12 point font with double spacing. It must be informed by research, include a pre-writing draft and cover page, and be submitted by May 11th. The assessment criteria include understanding the brief, organization, use of references, grammar, and mechanics. Suggested references for the essay are also provided.
The document summarizes the process of sketching a kitchen knife. It begins by outlining what a sketch is and why the author chooses to sketch a kitchen knife. The author then describes the tools used, which include various grades of pencils, a ruler, and charcoal pencil. The process involves first outlining the knife, adding layers of shading with different pencils, and erasing unused areas. Although the curve of the knife and shading took time to complete, the author felt a sense of accomplishment upon finishing the sketch.
The document is a final project report for a social psychology class. It discusses a group project where students created a video applying 5 social psychology concepts - racism, attributions, ABC model of attitude, social influence, and egoism. The video portrayed two coworkers, one who is racist towards the other. It shows how her attitudes change from disliking to helping the coworker after learning the reason for her absence was due to a family death. The report describes the storyline, script, filming process, and explains how each concept was demonstrated in the video.
This document outlines the requirements for Project 3 of the Culture & Civilization module. The project involves researching and documenting places of cultural and architectural significance through a postcard series and packaging. Students must choose a theme related to Malaysian architecture, religious places, or spaces and people. They will design a timeline and 10 postcards communicating their research findings. The postcards will be compiled and packaged. Regular progress updates and feedback sessions with the lecturer are required leading up to the submission deadline. The project aims to enhance students' understanding of human civilization and development through investigative research skills.
The Sultan Ahmed Mosque, also known as the Blue Mosque, is one of the most impressive monuments in Istanbul, Turkey. Sultan Ahmed I commissioned the royal architect Mehmet Aga to build the mosque after wars depleted the treasury. Construction began in 1609 on the site of the Byzantine emperors' palace and Hagia Sophia, using some of their foundations. The interior features over 20,000 handmade tiles, more than 200 stained glass windows, and the dome and half-domes are decorated blue. It remains one of Istanbul's most significant historic and artistic sites.
This document summarizes a research report comparing two bak kut teh restaurants in Malaysia. A group of seven students chose to compare a bak kut teh restaurant in Klang, which has been a family business for generations, to a smaller family restaurant in Subang Jaya that is only eight years old. The group researched the history and origins of bak kut teh, conducted interviews at the two restaurants, analyzed their business strategies and competitive traits, and compiled their findings into a report and presentation.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final submission deadline of December 4, 2015. The assignment will be graded based on organization, structure, content, style, and overall presentation.
Project 2 board game project brief march 2015Joeylau97
ย
This project involves designing a 3D board game in two parts. Part A is individual and requires students to research board games, propose a original 3D game design with description and illustrations. The best proposal from each group will be selected for Part B. Part B is group work where the selected game is improved, rules are refined, and a game board carnival is planned and presented with the completed game, instructions, packaging and promotional video. Students are assessed on their understanding, creativity, collaboration and documentation of the design process. The project aims to develop critical and creative thinking skills through hands-on game design.
This document provides instructions for a drawing project in an Introduction to Drawing course. Students must choose two objects no smaller than A5 size, sketch and measure them, and include the measurements in progress sheets signed by tutors. Using references and measurements, students must independently generate a set of architectural drawings for each object including a plan, two elevations, two sections, one detail drawing, and a cover drawing. Drawings must have appropriate scales, details, subtitles, annotations and lettering. Progress sheets and final drawings must be submitted according to the specified format and requirements. Plagiarism will result in course failure.
This document outlines a project assignment for a Building Materials course. Students must choose an architect and one of their buildings that utilizes at least three specified building materials: stone, concrete, brick and glass. They must produce a presentation board providing information on the architect, building concept, and selected materials - including their characteristics, suitability for the design, and physical expression. The board should include manually drawn plans, sections and elevations with material annotations. There will be two reviews - a draft and final submission. The project aims to help students understand how materials impact building design and context.
Design communication. assignment 1 march 2016Joeylau97
ย
This document outlines the requirements for Project 1 of the Design Communication course. Students are asked to do on-site sketching on campus to practice creating depth and tone in architectural sketches. The objectives are to develop skills in visualizing and communicating space through observation, sketching techniques including tonal values and hatching, and depicting various architectural elements. Students must sketch exterior and interior spaces on site, emphasizing solids and voids, openings, rhythms, details, textures, scale and proportion. Sketches will be assessed based on the clarity and complexity of visualizing space, as well as sketching skills and techniques.
This document summarizes two case studies of urban parks - Taman Tasik Perdana in Kuala Lumpur, Malaysia and Washington Park in Milwaukee, Wisconsin. It provides background on the history and development of each park over time. Taman Tasik Perdana was initially created in 1888 and Washington Park was founded in 1891. Both parks now serve as large recreational spaces within their cities, offering amenities like playgrounds, sports facilities, picnic areas, and natural landscapes. The document describes the context, features, and activities available at each park.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
The document outlines the requirements for Project 3 on Finishing and Presentation for the Design Communication course. It details the 3 learning outcomes of being able to visually communicate design ideas clearly, work efficiently within deadlines, and create a cohesive presentation package. Students must create a set of 4 A3 presentation boards that explain the design concept without an oral presentation through legible drawings, appropriate material selection, and meeting the deadline. Assessments will evaluate visual communication skills, time management, and the overall composition, style and identity developed in the presentation boards. Feedback will be provided using a checklist to assess achievement of the learning outcomes.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Joeylau97
ย
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Students will receive a mark out of 20% based on the quality of
Brandon forms first impressions of people on his first day of college, stereotyping a girl with glasses as smart and another with baggy clothes as a rocker. He assumes all friends of the girl with glasses are also smart based on his schema that those with glasses are intelligent. His friend initially disagrees but later confirms Brandon's beliefs, exhibiting confirmation bias. Brandon socially loafs on a group project with disliked peers, not helping with meetings or work while the others complete the assignment without him. The comic illustrates concepts of first impressions, stereotyping, schemas, confirmation bias, and social loafing.
This document provides instructions for a project on axonometric projections for an architecture course. It consists of 3 main parts:
1. An introduction outlining what axonometric projections are and how they can be used to communicate architectural ideas.
2. Details of the project tasks which involve generating an exploded axonometric drawing of a building from orthographic drawings using pencil and paper, then finalizing the drawing with ink.
3. A marking rubric that will be used to assess students based on their understanding of axonometric projections, ability to convey architectural details and spatial relationships, and quality of drawing skills. Students will be graded on a scale of 0 to 5.
This document outlines the requirements for a final project assignment on designing a better future city. Students will first complete individual tasks to research and propose a new city through a pamphlet. They will consider elements of cities and address a current issue such as disaster resilience or migration. Selected proposals will then be developed into group models and presentations. Students must consider urban planning principles and include zoning, infrastructure, sustainability, and meeting community needs in their city designs. The goal is to apply knowledge of natural and built environments to propose livable, resilient cities.
Project 2 design process research analysisLeon Lim
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups and must select a residential site to analyze. They must conduct site visits, surveys, and inventory existing site conditions. They then develop conceptual design solutions through site synthesis diagrams.
3. Individual students must also complete a graphic journal with drawings of landscape elements, plants, structures and materials.
Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation. The group work is worth 20% and individual work 10% of the overall grade.
Cl project 2A design process research analysisSongKit96
ย
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
Project 2 design process research analysisJian Leo
ย
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding of brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
Project 2 design process research analysischuenmin
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection, analysis
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
Project 2 design process research analysisDameerster
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines an assignment for an English class to write a compare and contrast essay about two movie genres. Students must choose between disaster/adventure films or science fiction films, research the genre, watch examples, and write a 6 paragraph essay comparing or contrasting two movies. The essay must be 600-1000 words and follow APA style for citations and references. A draft is due for feedback before the final submission deadline of December 4, 2015. The assignment will be graded based on organization, structure, content, style, and overall presentation.
Project 2 board game project brief march 2015Joeylau97
ย
This project involves designing a 3D board game in two parts. Part A is individual and requires students to research board games, propose a original 3D game design with description and illustrations. The best proposal from each group will be selected for Part B. Part B is group work where the selected game is improved, rules are refined, and a game board carnival is planned and presented with the completed game, instructions, packaging and promotional video. Students are assessed on their understanding, creativity, collaboration and documentation of the design process. The project aims to develop critical and creative thinking skills through hands-on game design.
This document provides instructions for a drawing project in an Introduction to Drawing course. Students must choose two objects no smaller than A5 size, sketch and measure them, and include the measurements in progress sheets signed by tutors. Using references and measurements, students must independently generate a set of architectural drawings for each object including a plan, two elevations, two sections, one detail drawing, and a cover drawing. Drawings must have appropriate scales, details, subtitles, annotations and lettering. Progress sheets and final drawings must be submitted according to the specified format and requirements. Plagiarism will result in course failure.
This document outlines a project assignment for a Building Materials course. Students must choose an architect and one of their buildings that utilizes at least three specified building materials: stone, concrete, brick and glass. They must produce a presentation board providing information on the architect, building concept, and selected materials - including their characteristics, suitability for the design, and physical expression. The board should include manually drawn plans, sections and elevations with material annotations. There will be two reviews - a draft and final submission. The project aims to help students understand how materials impact building design and context.
Design communication. assignment 1 march 2016Joeylau97
ย
This document outlines the requirements for Project 1 of the Design Communication course. Students are asked to do on-site sketching on campus to practice creating depth and tone in architectural sketches. The objectives are to develop skills in visualizing and communicating space through observation, sketching techniques including tonal values and hatching, and depicting various architectural elements. Students must sketch exterior and interior spaces on site, emphasizing solids and voids, openings, rhythms, details, textures, scale and proportion. Sketches will be assessed based on the clarity and complexity of visualizing space, as well as sketching skills and techniques.
This document summarizes two case studies of urban parks - Taman Tasik Perdana in Kuala Lumpur, Malaysia and Washington Park in Milwaukee, Wisconsin. It provides background on the history and development of each park over time. Taman Tasik Perdana was initially created in 1888 and Washington Park was founded in 1891. Both parks now serve as large recreational spaces within their cities, offering amenities like playgrounds, sports facilities, picnic areas, and natural landscapes. The document describes the context, features, and activities available at each park.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
The document outlines the requirements for Project 3 on Finishing and Presentation for the Design Communication course. It details the 3 learning outcomes of being able to visually communicate design ideas clearly, work efficiently within deadlines, and create a cohesive presentation package. Students must create a set of 4 A3 presentation boards that explain the design concept without an oral presentation through legible drawings, appropriate material selection, and meeting the deadline. Assessments will evaluate visual communication skills, time management, and the overall composition, style and identity developed in the presentation boards. Feedback will be provided using a checklist to assess achievement of the learning outcomes.
Arc60205 arc1126 project 1 famous people, familiar faces (august 2016)Joeylau97
ย
This document outlines Project 1 for the Architectural Design Studio 2 module. Students will work in groups to select one of 22 master architects and their works. They will research the architect and create a 10 minute PowerPoint presentation. Students will then produce a set of drawings including site plans, floor plans, sections and elevations of the selected masterpiece at a scale of 1:100. They will also create 10 analysis diagrams and 10 diagrammatic models at 8x8x8cm to analyze concepts such as form, space, circulation and context hidden in the work. The project aims to investigate how architectural elements and spaces are created through analysis and abstraction of masterworks. Students will receive a mark out of 20% based on the quality of
Brandon forms first impressions of people on his first day of college, stereotyping a girl with glasses as smart and another with baggy clothes as a rocker. He assumes all friends of the girl with glasses are also smart based on his schema that those with glasses are intelligent. His friend initially disagrees but later confirms Brandon's beliefs, exhibiting confirmation bias. Brandon socially loafs on a group project with disliked peers, not helping with meetings or work while the others complete the assignment without him. The comic illustrates concepts of first impressions, stereotyping, schemas, confirmation bias, and social loafing.
This document provides instructions for a project on axonometric projections for an architecture course. It consists of 3 main parts:
1. An introduction outlining what axonometric projections are and how they can be used to communicate architectural ideas.
2. Details of the project tasks which involve generating an exploded axonometric drawing of a building from orthographic drawings using pencil and paper, then finalizing the drawing with ink.
3. A marking rubric that will be used to assess students based on their understanding of axonometric projections, ability to convey architectural details and spatial relationships, and quality of drawing skills. Students will be graded on a scale of 0 to 5.
This document outlines the requirements for a final project assignment on designing a better future city. Students will first complete individual tasks to research and propose a new city through a pamphlet. They will consider elements of cities and address a current issue such as disaster resilience or migration. Selected proposals will then be developed into group models and presentations. Students must consider urban planning principles and include zoning, infrastructure, sustainability, and meeting community needs in their city designs. The goal is to apply knowledge of natural and built environments to propose livable, resilient cities.
Project 2 design process research analysisLeon Lim
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups and must select a residential site to analyze. They must conduct site visits, surveys, and inventory existing site conditions. They then develop conceptual design solutions through site synthesis diagrams.
3. Individual students must also complete a graphic journal with drawings of landscape elements, plants, structures and materials.
Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation. The group work is worth 20% and individual work 10% of the overall grade.
Cl project 2A design process research analysisSongKit96
ย
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
Project 2 design process research analysisJian Leo
ย
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding of brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
Project 2 design process research analysischuenmin
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated based on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection, analysis
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
Project 2 design process research analysisDameerster
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
CL Project 2 design process research analysisashleyyeap
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding of brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis skills.
Project 2 design process research analysisLee Fong Yen
ย
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views. They must then develop conceptual design solutions based on their analysis.
- Students work in groups to complete the site analysis and synthesis. They submit an A3 booklet documenting their work.
- Individually, students create an A4 graphic journal demonstrating plant, natural element and hardscape drawings.
- Submissions are assessed based on understanding the brief, depth of research, graphic skills, collaboration and individual documentation. The group component
Project 2 design process research analysisKingEdge
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements, plants, structures and materials to demonstrate graphic communication skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements, plants, structures and materials to demonstrate graphic communication skills.
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the site based on their analysis.
- Individually, students must create a graphic journal documenting plant, natural element and hardscape drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, teamwork and individual work. The project aims to teach systematic landscape design process and site analysis techniques.
Project 2 design process research analysisQuo Ming
ย
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop design solutions or concepts for improving the existing site based on their analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach the process of site selection, analysis and
Project 2 design process research analysisLouise Foong
ย
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design for a residential property.
2. Students are divided into groups to conduct site visits, analyze existing site conditions, and develop conceptual design solutions. They must document their research and analysis in an A3 booklet.
3. Individual students must complete a graphic journal with drawings of landscape elements to demonstrate graphic communication skills.
Similar to Project 2 design process research & analysis mac 2015 (20)
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
ย
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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!
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,
Project 2 design process research & analysis mac 2015
1. 1
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
CONSTRUCTED LANDSCAPE [ARC30203]
Prerequisite: None
Lecturers: Shazreene Nurjanna Shamsuddin, Noorul Iffa Mohd Nayan
Project 2A
Design Process: Research & Analysis (20% Group Work) + Graphic Journal (10% Individual)
Submission: 16th June 2015 (Week 11)
Introduction
โFor every site, there is an ideal use. For every use, there is an ideal siteโ
[John Ormsbee Simonds]
The professional works like landscape architecture projects should be developed in systematic process.
Its purpose is to best arrange the elements of any planned development in relation to the natural and
constructed features of a site and its environs. The responsibility of a designer is to guide those involved
in the best solution and to help ensure in all ways possible the projectโs success.
Objectives of Project
The objectives of this project:
๏ง To explore the anatomy of landscape project and process involved in every stages.
๏ง To demonstrate the understanding of site selection and site analysis via graphic
communication skills.
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. Fundamental comprehension on how to conduct site selection and site analysis for better
execution of a landscape project.
Tasks - Methodology
GROUP TASK
In a group of 6 to 7 members, you need to select one landed residence with a compound or an open
space within the boundary. There is no limit of the size of the residence, however the least acceptable
option is a semi-detached house or corner lot house. In order to carry out this project, students are
required to obtain the base plan of the residence itself from the particular owner. If the base plan is
not provided, you need to measure on site and produce the plan with suitable scale on your own.
2. 2
Task 1
As a group, you need to organize a site visit and do a site survey. You are to conduct a site
inventory and analysis of the existing condition based on the following information:
1) Site Location and Context
- Identify location of the house and land uses surrounding it (e.g., next to main road, at the
school, or near to school etc.)
2) Topography
- Identify the existing landform and slope condition (e.g., flat, hilly or steep, gentle slope
etc.)
- Identify the elevation changes (if any) (e.g., steps or retaining walls etc.)
3) Drainage
- Identify location the drainage and water spots on specific area.
4) Vegetation
- Identify existing types of vegetation/softscape (provision of common name or scientific
name is an advantage)
5) Microclimate
- Identify direction of sunrise, sunset and wind direction
6) Existing Structure
- Identify existing structure (e.g., swimming pool, driveway/porch/garage, steps, gazebo,
pergola etc.)
- Identify rubbish bin/dumping spot, cloth line etc.
7) Views
- Observe and identify views from all vantage points;
i. On-site views โ from inside of the house looking outside.
ii. Off-site views โ from outside (all angle/sides of the house, street) looking inside.
- Identify the good and bad views.
Task 2
After the site inventory and analysis are done, as a group you are required to develop a site synthesis
also known as . to the site. In the site synthesis diagram, you are to scribble/doddle/sketch/draw the
design solutions conceptually. The idea should not be in detail, probably the initial or rough idea about
what do you think would be the best options to improve the existing condition. This interpretation of
design and decision making are based on group reflection or a combination of individual ideas.
You may provide several options to one single problem/circumstance/condition as the solution would
not limit to only one.
*Note:
Examples of all tasks will be showing during project briefing in class.
INDIVIDUAL TASK
Individually, you are required to produce a graphic journal which comprises of a series of element
provided below. The graphic journal plays as a sketch journal of elements in landscape architecture
field. You are free either to trace or to sketch/doodle/draw on your own (all in not to scale) and to
combine as a journal. The elements required for this assignment are as follows;
3. 3
A) Vegetation
i) Plan view of 10 different types of trees (flowering & non flowering), shrubs, palms and
groundcovers/turf.
ii) Elevation drawing of 5 different types of trees (flowering & non flowering), shrubs, palms and
groundcovers/turf.
B) Natural Elements
i) Plan view of rocks and waterways (river/stream/lakes).
ii) Elevation view of above chosen elements.
C) Hardscape
i) Plan view of 5 different patterns of paving (e.g; bricks, concrete, random flagstone, pebbles
etc.)
ii) 3 plan or/and elevation views of building with roof shading, pergola, gazebo, pool/fountain.
*Note:
The exercise on graphic communication skills will be taught in class.
Submission Requirement
GROUP
Each group need to submit the work sheets which would have to meet the following criteria;
1. It must be in a form of A3 booklet, stapled or bound with a cover page. The cover page
should include title block which will be prepared by the lecturer.
2. The material for paper is bond paper (photostate paper) min 70gsm. You may use butter
paper as progress to be shown during tutorial session but it is not to be as the final
submission.
3. There is no page limit as long as all information outlined above is fulfilled. The page layout for
overall should be orientated consistently.
4. The diagram should be drawn and written manually, except for site images. The diagram
should incorporate standard landscape graphic communication.
5. You are advised to segregate between site inventory, site analysis & site synthesis by
using page separator.
INDIVIDUAL
For individual submission, you are to fulfil the following criteria;
1. The graphic journal should be submitted in A4 format with cover page, using any type of
paper. You are free to design your cover page, however it should contains information such
as; Taylorโs logo, FNBE, Module code & name, project title, name & student ID and
tutorโs name.
2. You can combine all elements in a composition, but you have to label every single of it.
3. The drawings can be all coloured, partially coloured or black and white but it must be
properly done. You can use any medium of colouring and can be a combination of mix
media, water colour, pencil colour or marker. Please plan your journal carefully as not all
medium suits with all types of paper.
Both group and individual work sheets with assessment sheets need to be submitted on 16th JUNE
2015, at class venue LT 19 at 10am. You are advised to scan your work before submission for
uploading purposes in the online portfolio.
4. 4
Assessment Criteria
The assessment criteria for this assignment will be based on:
๏ง Demonstrated understanding of brief
๏ง Relevance, appropriateness and depth of research exhibited in the assignment
๏ง Creative application of graphic communication skills, originality and quality of the work
๏ง Team work and group collaboration
๏ง Individual documentation
Marking Criteria
Marks shall be distributed as follows:
Work will be assessed based on:
TGC
Acquired
Assessment Criteria Marks %
Group Component
Demonstrated understanding of brief 3 %
Relevance, appropriateness and depth of research exhibited in
the assignment
10 %
Creative application of graphic communication skills, originality
and quality of work
5 %
Team work and group collaboration 2 %
TOTAL 20 %
Individual Component
Demonstrated understanding of brief and the effectiveness of
carrying out the tasks given
2 %
Originality, creativity and quality of work 8 %
TOTAL 10 %
GRAND TOTAL (20% group + 10% individual) 30 %
NOTE: PLEASE BE INFORMED THAT INDIVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED
BASED ON PEER EVALUATION AND INSTRUCTURโS EVALUATION PERFORMANCE OF A GROUP
MEMBER.
Suggested References
** Refer to slides presentation on project briefing.
5. 5
PROJECT 2
Design Process: Research & Analysis
GROUP NAME: _____________________________________________________________
GROUP ASSESSMENT
No Assessment Marks Comments/Remarks
A Demonstration understanding of brief
(the form and level of execution of understanding
the brief)
Total 3%
1. Understanding of brief and requirement /3
TOTAL: /3
B Relevance, appropriateness and depth of
research exhibited in the assignment
(thorough research and in-depth study related to the
task given)
Total 10%
1. Relevance of analysis & synthesis related to the
site condition
/2
2. Appropriateness of information, images and
analysis of the site condition
/4
3. Depth of research and analysis exhibited in the
assignment
/4
TOTAL: /10
C Creative application of graphic communication
skills, originality and quality of work
(the quality of work, originality and creativity in
demonstrating the graphic communication skill)
Total 5%
1. Creativity in demonstrating the work /3
2. Quality and originality of the work /2
TOTAL: /5
D Team work and group collaboration Total 2%
1. Team work, participation and collaboration to
progress
/2
TOTAL: /2
GRAND TOTAL /20% GRADE:
COMMENTS:
GROUP MEMBERS NAME:
NO STUDENT NAME STUDENT ID
6. 1
PROJECT 2
Design Process: Graphic Journal
NAME: ________________________________________________________________________ Student ID: __________________________________
TUTOR NAME: ______________________________________________________________________________________________________________
INDIVIDUAL ASSESSMENT
No Assessment Marks Comments/Remarks
A Demonstrated understanding of brief and the effectiveness of carrying out the tasks
given
Total 2%
1. Illustrate adequate knowledge and understanding on requirement /1
2. Evidence of extensive study on choosing the right elements and adequate exercises /1
TOTAL: /2
B Originality, creativity and quality of work Total 8%
1. Illustrate good and quality of graphic communication skills in the work /3
2. Creativity and originality of the works, and exploration of various material used /3
3. Quality of workmanship executed on every single artwork. /2
TOTAL: /8
GRAND TOTAL : /10% GRADE:
COMMENTS:
7. 2
GROUP ATTENDANCE FOR TUTORIAL
๏ท Please bring the group attendance sheet during tutorial and to be attached together with the project brief. Only one per group.
TUTORIAL 1 (WEEK 8 ) TUTORIAL 2 (WEEK 9) TUTORIAL 3 (WEEK 10)
COMMENTS BY TUTOR:
SIGNATURE:
COMMENTS BY TUTOR:
SIGNATURE:
COMMENTS BY TUTOR:
SIGNATURE: