Project02 briefing
•
0 likes•170 views
This document provides instructions for Project Two of a landscape design course. It outlines the requirements for both group and individual tasks. The group task involves forming a group to conduct site inventory, analysis, and synthesis for a real property. This includes surveying the site, documenting existing conditions, evaluating the site, and proposing design solutions. The individual task requires students to create a graphic journal with hand drawings of different landscape elements. Both assignments must be submitted by April 13th and will contribute to the student's overall grade.
Report
Share
Report
Share
Download to read offline
Recommended
CL Final Project
1) This document outlines the requirements for an individual final project to design a residential landscape.
2) Students must complete a series of drawings documenting the design process, including a bubble diagram, conceptual plan, schematic plan, and master plan.
3) The designs must be presented on 6 presentation boards, along with progress drawings, and will be graded based on content, originality, and workmanship.
Itd intro jan2015
Drawing is a tool that allows for creative exploration and helps develop ideas and perceptions. It has been used as a means of documentation and analysis for as long as human culture. Drawing remains important not just for art and design fields, but also in education generally as it enables visualization of concepts.
ITD: Project 3
This document appears to be a scanned receipt from a grocery store listing various food items purchased including eggs, milk, bread, bananas, and ground beef. The total for the grocery items comes to $36.87. The receipt shows a payment was made with a credit card ending in 4321.
CL Project 3 residential landscape project
This document outlines the requirements and objectives for a final landscape design project at the School of Architecture, Building & Design. Students are asked to design a residential landscape based on a site from a previous assignment. They must submit presentation boards showing the project description, conceptual diagrams, schematic plan, master plan, sections/elevations, plant palettes, and cost estimate/maintenance plan. The project aims to teach students the landscape design process and communication of design ideas through graphics. Students will be assessed based on their understanding of the brief, research, creative graphic skills, and representation of design ideas.
ITD: Project 2
This document is a scanned receipt from a grocery store purchase on January 15th, 2022 for $167.57. It lists the items bought including produce, dairy, baked goods, and other grocery items. The payment was made with a credit card ending in 4321.
cl project 2 brief
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also produce an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the site. The project aims to develop problem-solving skills through inventory, analysis, and design interpretation of an existing landscape.
Project02 CL
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Recommended
CL Final Project
1) This document outlines the requirements for an individual final project to design a residential landscape.
2) Students must complete a series of drawings documenting the design process, including a bubble diagram, conceptual plan, schematic plan, and master plan.
3) The designs must be presented on 6 presentation boards, along with progress drawings, and will be graded based on content, originality, and workmanship.
Itd intro jan2015
Drawing is a tool that allows for creative exploration and helps develop ideas and perceptions. It has been used as a means of documentation and analysis for as long as human culture. Drawing remains important not just for art and design fields, but also in education generally as it enables visualization of concepts.
ITD: Project 3
This document appears to be a scanned receipt from a grocery store listing various food items purchased including eggs, milk, bread, bananas, and ground beef. The total for the grocery items comes to $36.87. The receipt shows a payment was made with a credit card ending in 4321.
CL Project 3 residential landscape project
This document outlines the requirements and objectives for a final landscape design project at the School of Architecture, Building & Design. Students are asked to design a residential landscape based on a site from a previous assignment. They must submit presentation boards showing the project description, conceptual diagrams, schematic plan, master plan, sections/elevations, plant palettes, and cost estimate/maintenance plan. The project aims to teach students the landscape design process and communication of design ideas through graphics. Students will be assessed based on their understanding of the brief, research, creative graphic skills, and representation of design ideas.
ITD: Project 2
This document is a scanned receipt from a grocery store purchase on January 15th, 2022 for $167.57. It lists the items bought including produce, dairy, baked goods, and other grocery items. The payment was made with a credit card ending in 4321.
cl project 2 brief
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also produce an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the site. The project aims to develop problem-solving skills through inventory, analysis, and design interpretation of an existing landscape.
Project02 CL
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also create an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the selected site. The project aims to develop small-scale landscape problem-solving and design skills.
Project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also produce an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the site. The project aims to develop problem-solving skills through inventory, analysis, and design interpretation of an existing landscape.
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory diagram, and site analysis diagram. The site inventory records existing site features, while the analysis evaluates the features. Students will also produce an individual site synthesis diagram with design solutions. Submission includes a booklet with the group and individual diagrams. The project is due on October 13th and accounts for 20% of the group grade and 10% of the individual grade.
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Constructed Landscape Project Brief 2
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Cl project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also create an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the selected site. The project aims to develop small-scale landscape problem-solving and design skills.
Project02 briefing
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
CL Project 2 brief
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
CL Project 2
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
Project 2 - Landscape Project : Site Analysis
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
CL Project 2A Brief
This document outlines the requirements and tasks for a landscape architecture project. It includes:
- An introduction describing the systematic process of landscape architecture projects and the designer's responsibility to guide the best solution.
- Objectives and learning outcomes of the project focused on site selection, analysis, and execution of landscape projects.
- Group and individual tasks involving site analysis, synthesis, and a graphic journal of landscape elements.
- Submission requirements including formatting, content, and assessment criteria for the group and individual components. The project aims to demonstrate understanding of research, analysis, communication skills, and design process for landscape projects.
Project 2 design process research & analysis mac 2015
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
Clproject2designprocessresearchanalysismac2015 150719124630-lva1-app6892
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like trees, water features, and hardscapes for practice and assessment of graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal, which are evaluated based on understanding of brief, research and
Project 2 design process research & analysis
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes, and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills, collaboration,
Project 2 design process research & analysis mac 2015
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
Project 2 design process research & analysis mac 2015
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
Project 2 design-process-research-analysis-mac-2015
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features to demonstrate graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills and
Cl project 2 design process research & analysis mac 2015
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are assigned to a group to analyze an existing residential site and produce a site inventory, analysis, and concept design solutions. Individually, students must create a graphic journal documenting landscape elements. The group work involves surveying the site, documenting existing conditions, and developing initial design concepts. Students are evaluated on their understanding of the brief, depth of research, graphic communication skills, collaboration, and individual documentation. The individual component involves creating a journal with drawings of vegetation, natural elements, and hardscapes to demonstrate graphic skills.
Assignment 2
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are divided into groups to analyze an existing residential property. They must conduct site visits, document site features, and develop conceptual design solutions. Individually, students must create a graphic journal documenting plant, natural, and hardscape elements. Submissions include a group site analysis booklet and individual graphic journal. Students are assessed based on understanding the brief, research quality, graphic skills, collaboration, and documentation of tasks. The deadline for submissions is June 16, 2015.
Project 2 design process research & analysis mac 2015
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%.
Final final
Frank Gehry is a Canadian-American architect known for his deconstructivist style. In 1977, he remodeled his home in Santa Monica, California, which became one of his earliest works in this style. For the remodel, Gehry added new architectural elements to the existing Dutch colonial style house in an unconventional manner, breaking out and tilting walls away at geometrical angles. This introduced raw, unfinished materials and visual distortions while maintaining the original interior structure. The remodelled Gehry residence demonstrated his emerging artistic, intuitive approach to fusing new and old designs in a cluttered, controversial way.
Design design process journal brief
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 must research their character, generate design ideas from keywords, investigate what makes an effective hanging mobile, and compile their work into a portfolio. Students will demonstrate their understanding of the design process, ability to explore ideas creatively, and organize their work clearly. The goal is for students to gain familiarity with techniques like sketching, drawing, observation, and translating ideas into design principles.
More Related Content
Similar to Project02 briefing
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also create an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the selected site. The project aims to develop small-scale landscape problem-solving and design skills.
Project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also produce an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the site. The project aims to develop problem-solving skills through inventory, analysis, and design interpretation of an existing landscape.
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory diagram, and site analysis diagram. The site inventory records existing site features, while the analysis evaluates the features. Students will also produce an individual site synthesis diagram with design solutions. Submission includes a booklet with the group and individual diagrams. The project is due on October 13th and accounts for 20% of the group grade and 10% of the individual grade.
CL Project02_Briefing.pdf
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Constructed Landscape Project Brief 2
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, survey it, and produce a base plan. They will then conduct a site inventory, analysis, and synthesis. The group will submit an A3 booklet with their inventory and analysis diagrams by Week 11. Individually, students must also include a site synthesis diagram. The project aims to teach students the problem-solving process of small-scale landscape design projects through inventory, analysis, and design interpretation of an existing site.
Cl project02 briefing
This document provides briefing for Project Two, a landscape site analysis project. Students will form groups of 7-8 members to analyze an existing residential property. They must measure the site, note existing conditions, and produce a base plan, site inventory, and analysis diagram by Week 11. The site inventory involves documenting location, topography, drainage, vegetation, structures, and views. The analysis evaluates this data. Students also create an individual site synthesis diagram showing design interpretations. Submission requirements include separate group and individual booklets with diagrams, graphics, and information about the selected site. The project aims to develop small-scale landscape problem-solving and design skills.
Project02 briefing
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
CL Project 2 brief
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
CL Project 2
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
Project 2 - Landscape Project : Site Analysis
This document provides instructions for Project Two, which involves a group site analysis and individual site synthesis of a residential property. Students will form groups to analyze an assigned site, documenting existing conditions and evaluating them. This includes producing a base plan, conducting a site visit and survey, and creating inventory and analysis diagrams. Individuals will then generate a site synthesis diagram with design solutions. Submissions are due on October 13th and will consist of a bound booklet with the group's inventory/analysis and individual's synthesis.
CL Project 2A Brief
This document outlines the requirements and tasks for a landscape architecture project. It includes:
- An introduction describing the systematic process of landscape architecture projects and the designer's responsibility to guide the best solution.
- Objectives and learning outcomes of the project focused on site selection, analysis, and execution of landscape projects.
- Group and individual tasks involving site analysis, synthesis, and a graphic journal of landscape elements.
- Submission requirements including formatting, content, and assessment criteria for the group and individual components. The project aims to demonstrate understanding of research, analysis, communication skills, and design process for landscape projects.
Project 2 design process research & analysis mac 2015
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
Clproject2designprocessresearchanalysismac2015 150719124630-lva1-app6892
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like trees, water features, and hardscapes for practice and assessment of graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal, which are evaluated based on understanding of brief, research and
Project 2 design process research & analysis
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes, and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills, collaboration,
Project 2 design process research & analysis mac 2015
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research quality, graphic skills and collaboration.
Project 2 design process research & analysis mac 2015
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features.
5. Submissions include a group site analysis booklet and individual graphic journal, which are graded based on understanding the brief, research depth, graphic quality and collaboration.
Project 2 design-process-research-analysis-mac-2015
1. The document outlines the requirements and tasks for a landscape architecture project involving site analysis and design.
2. Students are divided into groups and must select a residential site to analyze, documenting existing site conditions through surveys, inventory and diagrams. This includes topography, vegetation, structures and views.
3. Groups then develop a site synthesis diagram conceptually showing initial design solutions or improvements.
4. Individually, students must produce a graphic journal with drawings of landscape elements like plants, hardscapes and natural features to demonstrate graphic communication skills.
5. Submissions include a group site analysis booklet and individual graphic journal. Projects are assessed based on understanding the brief, research and analysis quality, graphic skills and
Cl project 2 design process research & analysis mac 2015
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are assigned to a group to analyze an existing residential site and produce a site inventory, analysis, and concept design solutions. Individually, students must create a graphic journal documenting landscape elements. The group work involves surveying the site, documenting existing conditions, and developing initial design concepts. Students are evaluated on their understanding of the brief, depth of research, graphic communication skills, collaboration, and individual documentation. The individual component involves creating a journal with drawings of vegetation, natural elements, and hardscapes to demonstrate graphic skills.
Assignment 2
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students are divided into groups to analyze an existing residential property. They must conduct site visits, document site features, and develop conceptual design solutions. Individually, students must create a graphic journal documenting plant, natural, and hardscape elements. Submissions include a group site analysis booklet and individual graphic journal. Students are assessed based on understanding the brief, research quality, graphic skills, collaboration, and documentation of tasks. The deadline for submissions is June 16, 2015.
Project 2 design process research & analysis mac 2015
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%.
Similar to Project02 briefing (20)
Project 2 design process research & analysis mac 2015
Project 2 design process research & analysis mac 2015
Clproject2designprocessresearchanalysismac2015 150719124630-lva1-app6892
Clproject2designprocessresearchanalysismac2015 150719124630-lva1-app6892
Project 2 design process research & analysis mac 2015
Project 2 design process research & analysis mac 2015
Project 2 design process research & analysis mac 2015
Project 2 design process research & analysis mac 2015
Project 2 design-process-research-analysis-mac-2015
Project 2 design-process-research-analysis-mac-2015
Cl project 2 design process research & analysis mac 2015
Cl project 2 design process research & analysis mac 2015
Project 2 design process research & analysis mac 2015
Project 2 design process research & analysis mac 2015
More from ChelleChelleeeee
Final final
Frank Gehry is a Canadian-American architect known for his deconstructivist style. In 1977, he remodeled his home in Santa Monica, California, which became one of his earliest works in this style. For the remodel, Gehry added new architectural elements to the existing Dutch colonial style house in an unconventional manner, breaking out and tilting walls away at geometrical angles. This introduced raw, unfinished materials and visual distortions while maintaining the original interior structure. The remodelled Gehry residence demonstrated his emerging artistic, intuitive approach to fusing new and old designs in a cluttered, controversial way.
Design design process journal brief
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 must research their character, generate design ideas from keywords, investigate what makes an effective hanging mobile, and compile their work into a portfolio. Students will demonstrate their understanding of the design process, ability to explore ideas creatively, and organize their work clearly. The goal is for students to gain familiarity with techniques like sketching, drawing, observation, and translating ideas into design principles.
Design project two brief rev b
The document provides instructions for a two-part design project. Part 1 involves groups transforming words into 3D geometric artworks through exploration of shapes, forms, and materials. Students will present their best model. Part 2 tasks individuals with creating a hanging mobile display for a Lego miniature using design elements and principles. It outlines objectives, learning outcomes, tasks, submission requirements, assessment criteria, and a marking rubric for evaluating performance.
Design project two brief rev b
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 go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
Presentation slides-insert-group-name
The document outlines a business plan for a proposed themed hotel in Genting Highlands, Pahang, Malaysia. It discusses the hotel's logo, location, vision, targeted customers, room amenities, management structure, sales and marketing strategies, financial plan, and ownership profits. The hotel aims to provide a unique experience with 10 themed rooms catering to different interests. The financial plan projects revenues and expenses from 2014 to 2019. The management structure includes roles such as general manager, hotel manager, supervisors, and accounting department. The business partners plan to earn a profit of 8,000 MYR per owner annually from the hotel.
Business report complete
This document is a report submitted by a group of students for their final assignment on a charity drive held to raise funds for Persatuan Penjagaan Kanak-Kanak Cacat Klang Selangor (PPKKCKS), a home for disabled children. The group sold various food items like frozen yogurt, cakes, coffee, and noodles across campus for a week. They faced issues with machinery breaking down, forcing them to change products. A total of RM3531 was raised. The report details the objectives, target market, competition analysis, products, pricing, promotion methods used, sponsors obtained, distribution of products, and green measures taken.
Bus30104 intro to biz final project aug 2015
This document outlines the requirements and assessment criteria for a final group project in an Introduction to Business course. Students will plan and run a charity drive event to raise funds for a charitable organization of their choice. They must form groups of up to 4 members and decide what products to sell. Profits from the event will be donated in full. The project aims to provide practical business experience in areas like marketing, finance, and social responsibility. Students will be evaluated on their charity drive report, goal achievement, financial records, peer evaluations, and self-reflection videos. Detailed guidelines are provided on tasks, submission requirements, marking rubrics, and a suggested report outline covering areas such as objectives, competition, products, pricing, promotion, sponsors
Bus30104 intro to biz assignment business plan aug 2015
The document outlines the requirements for a group business plan presentation project in an Introduction to Business course. Students must form groups of 5, choose a business idea, and present a 10-minute presentation on their proposed business plan. The presentation must include the business background, market analysis, marketing strategies, management strategies, and financial plan. Students will be assessed based on the content and quality of their presentation, as well as peer and self evaluations. The project aims to help students understand the different factors involved in starting and operating a business.
Bus30104 new course outline august 2015 semester
This document provides information on the Introduction to Business module offered at Taylor's University. The 4-credit, 18-week module aims to provide students with an understanding of basic business concepts including different types of businesses and factors that affect business operations. Students will learn about human resources, marketing, production, and finance. Assessment involves assignments, projects, and class participation. The module uses lectures, self-study, and student-centered learning approaches.
Fnbe research-project
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. They must write a report in a specified format covering the methodology, discussion, and references. The objectives are to conduct a simple experiment, enhance teamwork and leadership skills, and encourage creative and critical thinking. Students will be assessed based on their report, video clip, and presentation. Plagiarism is strictly prohibited and will result in failure of the assignment.
Social psychology presentation slides
1) A lecturer accuses the main character, Yon Li, of cheating on an exam despite Yon Li denying it, due to the lecturer's initial negative impression of Yon Li as a troublemaker.
2) Flashbacks reveal that Yon Li used to bully others but had a change in attitude after his mother fell ill, working hard in school instead.
3) While the lecturer remains biased due to confirmation bias, Yon Li's classmates notice his change in behavior and motivation due to his mother's illness, showing the impact of social perception and extrinsic motivation on attitudes.
Video report
This document outlines the plans for a group project on social psychology at the School of Architecture, Building & Design. The group will create a conceptual video applying concepts from class and present their findings. They will film scenes on campus depicting bullying and how attitudes can change. While the main character used to bully others, he has changed but faces skepticism from others only seeing his past actions. The group discusses their concepts, filming process, and compilation of the video, presentation, and report to complete the assignment.
Psychology presentation
1) The story is about the character James who was born and raised in a violent environment where he learned aggressive behaviors from observing his father.
2) As James grew up, he challenged his father but was defeated, which led him to feel angry and hurt others.
3) After arriving on Earth exhausted, James met a girl who persuaded him that humans were good and encouraged him to help people rather than hurt them, changing his attitude and helping him become a hero.
Fnbe journal-assignment
This document provides instructions for Assignment 1 of the Social Psychology course. Students are asked to complete a journal entry reflecting on how the course concepts relate to their personal lives or experiences. They should submit two journal entries per assignment that are 1.5-2 paragraphs each, relating a past life experience to a concept from the lectures. The objectives are to increase awareness of how social psychology applies to daily life and to understand interactions with others. Students will be assessed on demonstrating understanding of course themes, appropriately applying concepts to personal experiences, and following the documentation format and submission requirements.
Fnbe course-outline
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
5 obsertational learning
Observational learning occurs when people observe and mimic the behaviors of others, such as parents, siblings, teachers, or other role models. This type of learning is most common in childhood as young children learn about the world from observing those around them. However, observational learning continues throughout life as people unconsciously pick up habits and behaviors from frequent exposure and interaction with others. While observational learning can help children acquire positive behaviors from good role models, it also carries the risk that children may mimic undesirable behaviors without understanding the consequences.
4 confirmation bias
The document discusses confirmation bias and provides examples of being biased. It describes confirmation bias as favoring information that agrees with one's existing beliefs and ignoring alternative possibilities. The author reflects on experiences in secondary school where they showed confirmation bias. In one incident, the author initially took their friend's side in a dispute over missing money without evidence, realizing later they were biased. It was discovered the friend had been stealing items, and the author felt guilt for being biased against the victims and friend's disorder that caused the behavior. These experiences taught the author about the dangers of acting biased and importance of considering multiple perspectives.
3 self-fuifilling prophecy
The document discusses the concept of self-fulfilling prophecies and how teachers' expectations of students can influence student performance and behavior either positively or negatively. It provides examples of how a teacher expecting some students to perform poorly due to being in a lower-level class can cause those students to internalize those expectations and put in less effort. Conversely, expecting higher-level students to perform well can motivate them. The document argues teachers should tailor their teaching methods to different student ability levels in a positive way rather than having biased treatment.
2 charles horton cooley and the looking
Charles Horton Cooley developed the theory of the looking-glass self, which states that a person's self-concept and personality are shaped by their perceptions of how others see them. According to Cooley, this process has three steps: 1) imagining how we appear to others, 2) imagining others' judgements of us based on that appearance, and 3) developing feelings about ourselves based on those perceived judgements. The author describes struggling with insecurity and a negative self-image in their youth due to overthinking how others might perceive them, as described by Cooley's theory. They have since learned that maintaining a positive outlook prevents assuming others dislike them and helps develop a healthier self-concept.
1 social facilitation
1) Social facilitation occurs when an individual performs better on familiar tasks when others are present, due to increased motivation. However, performance declines on unfamiliar tasks due to pressure. Social loafing occurs when group members exert less individual effort than if working alone, reducing group productivity.
2) The author discusses how growing up in a competitive environment led them to experience social facilitation, working harder in the presence of classmates and when parents monitored their studies. However, the author's performance declined in less familiar subjects like Chinese when watched by teachers.
3) The author realized that social loafing can occur in close-knit groups, where members rely too heavily on each other. While some take on more work,
More from ChelleChelleeeee (20)
Bus30104 intro to biz assignment business plan aug 2015
Bus30104 intro to biz assignment business plan aug 2015
Recently uploaded
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Project02 briefing
- 2. PROJECT TWO: DESIGN PROCESS: RESEARCH & ANALYSIS + GRAPHIC JOURNAL 20% group work + 10% individual Submission Date: Week 9, 13th April 2015 No presentation, it is a submission of work only 5 weeks to completeAn initial stage of small scale landscape project development Inventory, analysis + synthesis Graphic communication skills / sketches exercise Is a “problem-solving process” Landscape elements
- 3. 1. You are required to form a group of 6 to 7 members. Select one leader. 2. You have to choose ONE residence that has LAWN area, and a BASE PLAN (consists of house plan + lawn area). 3. If the base plan is not supplied by the owner, you have to measure everything and produce the base plan in scale. 4. Organize a site visit and do the site survey. 5. There are 2 task; site inventory and analysis, and site synthesis. 6. Produce the site inventory, site analysis & site synthesis diagram/drawing. GROUP TASK
- 4. Example of Base Plan Entrance Site boundary Floor plan Existing structure Driveway Window openings Window openings Backyard Front yard North point ** Must be in scale Existing vegetation Roadside
- 5. Example of Base Map
- 6. Site Inventory Site Analysis • Identify and record existing condition. • Named as “data collection”. • Note what it is, where it is. • Analyze the data. • Named as “data evaluation”. • Evaluate or make judgment about worth/importance of the condition. Is it good or bad? Is it functional or not?
- 7. Information needed for SITE INVENTORY AND ANALYSIS: 1. SITE LOCATION AND CONTEXT - Identify location of the house and land uses surrounding it. (e.g; next to main road, at the corner, near to school etc.) - To produce the location plan. 2. TOPOGRAPHY - Identify the existing landform & slope condition. (e.g; is it a flat area or gentle slope etc.) - Identify elevation changes (if any) (e.g; existing step or retaining walls etc.) 3. DRAINAGE - Identify the location of drainage and water spots on land. 4. VEGETATION - Identify existing vegetation (all types of softscape). 5. MICROCLIMATE - Identify direction of sunrise, sunset and wind direction
- 8. 6. EXISTING STRUCTURE - Identify existing structure. (e.g; swimming pool, driveway/porch/garage, steps, fences, pathway, gazebo, fish pond etc.) - Identify location of rubbish bin/dumping spot, cloth line etc. 7. VIEWS - Observe and identify views from inside the house looking out. (e.g; view from hall, or from room etc.) - Observe and identify views from off the site looking on (e.g; views from different sides of the house, views from street, where is the best/ worst views etc.)
- 9. Example of Site Inventory & Analysis Diagram
- 10. Example of Site Inventory Diagram
- 11. Example of Site Inventory Diagram
- 12. Example of Site Inventory Diagram
- 13. Example of Site Analysis Diagram
- 14. Example of Site Analysis Diagram
- 15. Example of Site Analysis Diagram
- 16. 1. After task 1 are done, you are to do task 2. 2. You need to produce site synthesis diagram. Site synthesis also called as “design solutions”. 3. To scribble/sketch/doodle/draw the design solutions corresponding to the site analysis. 4. This is a group or combination of individual design interpretation ideas and decision making, therefore it should be looking as one work. 5. Solutions can be more than one to one particular condition/problem. TASK 2
- 17. Example of Site Synthesis Diagram
- 18. INDIVIDUAL TASK Graphic Journal 1. You are required produce a graphic journal. 2. It is a sketch journal of landscape elements. 3. You can either trace or sketch/doodle/draw by yourself (all drawings are not to scale). 4. Combine all as a journal. 5. The elements required; a) Vegetation b) Natural Elements c) Hardscape
- 19. A) VEGETATION
- 33. B) HARDSCAPE
- 38. SUBMISSION REQUIREMENTS Group Task: 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 (photostat 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. 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.
- 39. SUBMISSION REQUIREMENTS Individual Task: 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; Taylor’s logo, FNBE, Module code & name, project title, name & student ID and tutor’s 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. 4. Please plan your journal carefully as not all medium suits with all types of paper.
- 40. 13TH APRIL 2015, MONDAY (TIME TO BE DETERMINED) AT CLASS VENUE SUBMISSION DATE:
- 41. If you can dream it, you can do it!