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Project 2 board game project brief march 2015 (1)
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 organized to display the games. Students must set up displays, create an instruction video and manual, and document the process. The carnival allows all games to be tested. Students will be assessed on understanding the brief, creative game design, collaboration, and individual contribution to the group work.
Project 1 integration march 2015 (2)
This document outlines a group project assignment for an Introduction to Drawing course. Students will be assigned to groups and asked to research and present on drawings from one of seven professions in the construction industry. Each group will investigate the types of drawings used in their assigned profession and how drawings are used as a communication tool. They will also research the scope of work and responsibilities of the chosen profession. Groups will create a 5 minute presentation and compilation CD to submit, presenting their findings from the two assigned tasks. The presentation will be assessed based on demonstrated understanding of the brief, content presented, and creativity and clarity.
English 1
The document is a student's process essay and sketch of a kitchen utensil. It discusses the student choosing a Faber multi-cooker as the subject for a sketch. It describes gathering the necessary materials like pencils, erasers, and paper. It outlines the process of sketching the cooker, including determining light sources and using different line thicknesses. It also notes practicing with pens to improve design skills. The student spent 45 minutes sketching and shading the layout. Completing the sketch improved their self-esteem in their sketching abilities.
Økt 3 - Hva kjennetegner gode skriveoppgaver?
Tredje økt i kompetanseutviklingspakken Skriving som grunnleggende ferdighet laget til Språkløyper.
Enbe one jan 2015 rev_a
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and findings from their site visit. Individual students will also produce a 6-page booklet describing their personal experiences and observations in detail.
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Project 2 board game project brief march 2015 (1)
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 organized to display the games. Students must set up displays, create an instruction video and manual, and document the process. The carnival allows all games to be tested. Students will be assessed on understanding the brief, creative game design, collaboration, and individual contribution to the group work.
Project 1 integration march 2015 (2)
This document outlines a group project assignment for an Introduction to Drawing course. Students will be assigned to groups and asked to research and present on drawings from one of seven professions in the construction industry. Each group will investigate the types of drawings used in their assigned profession and how drawings are used as a communication tool. They will also research the scope of work and responsibilities of the chosen profession. Groups will create a 5 minute presentation and compilation CD to submit, presenting their findings from the two assigned tasks. The presentation will be assessed based on demonstrated understanding of the brief, content presented, and creativity and clarity.
English 1
The document is a student's process essay and sketch of a kitchen utensil. It discusses the student choosing a Faber multi-cooker as the subject for a sketch. It describes gathering the necessary materials like pencils, erasers, and paper. It outlines the process of sketching the cooker, including determining light sources and using different line thicknesses. It also notes practicing with pens to improve design skills. The student spent 45 minutes sketching and shading the layout. Completing the sketch improved their self-esteem in their sketching abilities.
Økt 3 - Hva kjennetegner gode skriveoppgaver?
Tredje økt i kompetanseutviklingspakken Skriving som grunnleggende ferdighet laget til Språkløyper.
Enbe one jan 2015 rev_a
1. This project requires students to visit a natural site in small groups to experience and document various elements of the natural environment.
2. At the site, students will use their senses to observe the ecosystem and collect information about plants, animals, sounds, smells, and textures. They will take photos, videos, and notes.
3. Back in the classroom, each group will create an interactive infographic poster summarizing the key themes and findings from their site visit. Individual students will also produce a 6-page booklet describing their personal experiences and observations in detail.
Drawing final project studio unit living_march 2015
This document outlines the final project assignment for an Introduction to Drawing course. Students will produce orthographic drawings of a basic studio unit layout including a layout plan, elevations, sections, and furniture details. They must demonstrate understanding of drawing conventions, produce clear drawings translating 3D space to 2D, and show creativity. Drawings will be assessed on these criteria. Students will complete preliminary progress drawings and compile a final submission with all required drawings in an A4 proposal report.
Skriving som grunnleggende ferdighet
Forelesning til første økt i kompetanseutviklingspakken "Skriving som grunnleggende ferdighet.
Linear park
Taman Jajar in Penang, Malaysia and Alexandra Canal Linear Park in Singapore are two examples of linear parks. Taman Jajar is 250m long along the Air Itam River and has amenities like a jogging path, playground, and tennis courts. It has plant life like tropical trees and heliconias. Alexandra Canal Linear Park is 1.4km long built along a canal, with features like jogging paths, playgrounds, and a butterfly garden. Both parks serve recreational purposes and help avoid flooding. Public maintenance of these parks is important.
Ici assignemnt 2 project brief
This document outlines a group project assignment for a course on the construction industry. The objectives are to understand construction team roles and responsibilities and appreciate various professions. Students must interview a professional from the construction industry, research their role and two projects. They will then create an 8-12 page magazine detailing the professional's company, profile, roles and responsibilities on one or two projects. Students will be assessed based on their interview recording, magazine and peer evaluations of group member contributions.
Leselyst - Introduksjon til økt 2
Introdukson til andre økt i kompetanseutviklingspakken "Leselyst - en bok for alle"
Itd 2
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
Itd final
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Project 2 itd (1)
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, labels, annotations, and lettering. Progress sheets and final drawings must be submitted according to the specified format and requirements. Plagiarism will result in failure of the course.
ENBE FINAL BRIEF
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.
The journal ( visual note taking ) brief
This document provides instructions for an assignment on visual note taking related to natural and built environments. Students are asked to create visual notes on topics related to ecosystems and spaces. For ecosystems, they must formulate topics starting with the letters E-C-O-S-Y-S-T-E-M. For spaces, they must do the same but starting with S-P-A-C-E-S. The notes must be handwritten and drawn on A3 paper. Students must also include an overall conclusion. The visual notes will be evaluated based on content, structure, documentation, originality and clarity. References for visual note taking techniques are provided.
Project 3 residential landscape project march 2015 (1)
This document outlines the requirements for a final residential landscape project. Students are asked to design the landscape for a residence based on the same site from a previous project. The project involves developing a project description, conceptual diagram, schematic plan, master plan set, cost estimation, and maintenance plan. Students must submit presentation boards with all drawings and plans bound together. Drawings should be completed manually and include appropriate labeling, graphics, and color. The project aims to teach the landscape design process and representation of ideas. Students will be assessed based on demonstrated understanding, depth of research, creative application of skills, and quality of design ideas and presentation.
Project 2 design process research & analysis mac 2015 (2)
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, maps, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptualizing initial design solutions. Individual students also submit a graphic journal with drawings of landscape elements, plants, structures and materials.
4. Submissions are evaluated based on understanding the brief, depth of research, graphic communication skills, collaboration, and quality of work. The project aims to teach systematic design processes and site analysis techniques.
Project 1 experiential landscape mac 2015
This document outlines the objectives, tasks, and submission requirements for a group project on experiential landscapes. Students will be divided into groups to research and present on one of 10 park categories. For their selected category, they must describe two case studies - one local and one international - including the historical background, characteristics, contextual study, and common activities. They must also explain the landscape features and elements of the two sites. Groups will have 10 minutes to present their findings, including images and citations, and must submit a video recording and presentation files on a CD for assessment. The goal is for students to distinguish different park categories, characteristics, and case studies locally and internationally.
Our site
The document outlines a site plan that divides the surrounding area into zones - residential, education, commercial, and industrial. It then analyzes a specific purple-zoned site, noting that the empty land is located next to a highway facing west, and provides photos of the site from different views and angles.
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Drawing final project studio unit living_march 2015
This document outlines the final project assignment for an Introduction to Drawing course. Students will produce orthographic drawings of a basic studio unit layout including a layout plan, elevations, sections, and furniture details. They must demonstrate understanding of drawing conventions, produce clear drawings translating 3D space to 2D, and show creativity. Drawings will be assessed on these criteria. Students will complete preliminary progress drawings and compile a final submission with all required drawings in an A4 proposal report.
Skriving som grunnleggende ferdighet
Forelesning til første økt i kompetanseutviklingspakken "Skriving som grunnleggende ferdighet.
Linear park
Taman Jajar in Penang, Malaysia and Alexandra Canal Linear Park in Singapore are two examples of linear parks. Taman Jajar is 250m long along the Air Itam River and has amenities like a jogging path, playground, and tennis courts. It has plant life like tropical trees and heliconias. Alexandra Canal Linear Park is 1.4km long built along a canal, with features like jogging paths, playgrounds, and a butterfly garden. Both parks serve recreational purposes and help avoid flooding. Public maintenance of these parks is important.
Ici assignemnt 2 project brief
This document outlines a group project assignment for a course on the construction industry. The objectives are to understand construction team roles and responsibilities and appreciate various professions. Students must interview a professional from the construction industry, research their role and two projects. They will then create an 8-12 page magazine detailing the professional's company, profile, roles and responsibilities on one or two projects. Students will be assessed based on their interview recording, magazine and peer evaluations of group member contributions.
Leselyst - Introduksjon til økt 2
Introdukson til andre økt i kompetanseutviklingspakken "Leselyst - en bok for alle"
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Drawing final project studio unit living_march 2015
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Leselyst - økt 2: Refleksjonsspørsmål til etterarbeid
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Itd 2
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
Itd final
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Project 2 itd (1)
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, labels, annotations, and lettering. Progress sheets and final drawings must be submitted according to the specified format and requirements. Plagiarism will result in failure of the course.
ENBE FINAL BRIEF
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.
The journal ( visual note taking ) brief
This document provides instructions for an assignment on visual note taking related to natural and built environments. Students are asked to create visual notes on topics related to ecosystems and spaces. For ecosystems, they must formulate topics starting with the letters E-C-O-S-Y-S-T-E-M. For spaces, they must do the same but starting with S-P-A-C-E-S. The notes must be handwritten and drawn on A3 paper. Students must also include an overall conclusion. The visual notes will be evaluated based on content, structure, documentation, originality and clarity. References for visual note taking techniques are provided.
Project 3 residential landscape project march 2015 (1)
This document outlines the requirements for a final residential landscape project. Students are asked to design the landscape for a residence based on the same site from a previous project. The project involves developing a project description, conceptual diagram, schematic plan, master plan set, cost estimation, and maintenance plan. Students must submit presentation boards with all drawings and plans bound together. Drawings should be completed manually and include appropriate labeling, graphics, and color. The project aims to teach the landscape design process and representation of ideas. Students will be assessed based on demonstrated understanding, depth of research, creative application of skills, and quality of design ideas and presentation.
Project 2 design process research & analysis mac 2015 (2)
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, maps, and diagrams. This includes topography, vegetation, structures, and views.
3. Groups then develop a site synthesis diagram conceptualizing initial design solutions. Individual students also submit a graphic journal with drawings of landscape elements, plants, structures and materials.
4. Submissions are evaluated based on understanding the brief, depth of research, graphic communication skills, collaboration, and quality of work. The project aims to teach systematic design processes and site analysis techniques.
Project 1 experiential landscape mac 2015
This document outlines the objectives, tasks, and submission requirements for a group project on experiential landscapes. Students will be divided into groups to research and present on one of 10 park categories. For their selected category, they must describe two case studies - one local and one international - including the historical background, characteristics, contextual study, and common activities. They must also explain the landscape features and elements of the two sites. Groups will have 10 minutes to present their findings, including images and citations, and must submit a video recording and presentation files on a CD for assessment. The goal is for students to distinguish different park categories, characteristics, and case studies locally and internationally.
Our site
The document outlines a site plan that divides the surrounding area into zones - residential, education, commercial, and industrial. It then analyzes a specific purple-zoned site, noting that the empty land is located next to a highway facing west, and provides photos of the site from different views and angles.
Introduction to our site
This land is located in Puchong, Selangor near highways and residential areas. The empty, treeless plot of land covers 2,564.28 square meters and was chosen for development because of its proximity to other areas and potential to benefit the surrounding community. Any proposals to develop the vacant land could positively impact the nearby region.
Final project march 2015
1. Students are required to complete a final project involving developing a proposal for a small construction project on an empty land between 50m x 50m to 50m x 70m in size.
2. Working in groups of two, students must identify a specific site and conduct a site analysis. Individually, each student must propose a development serving one or more of six designated purposes and identify the professions and their tasks required.
3. Students must submit a minimum 20-page bounded report comprising their group site analysis and individual proposal components. The report will be assessed based on demonstrated understanding of the brief, quality and clarity of content, documentation method, and overall presentation.
Interiorarchitecture 150816131601-lva1-app6891
The document discusses interior architecture and design. It begins by listing some key interior architects and tutors. It then discusses the roles and responsibilities of interior architects at different stages of construction, including meeting with clients, creating design concepts and drawings, overseeing construction, and ensuring projects are completed on time and on budget. The document outlines different types of drawings produced by interior architects, such as concept boards, sketches, surveys, plans, elevations, sections, diagrams, axonometric views, and perspectives. It concludes with a brief summary of the roles of interior architects in designing and developing interior spaces.
Idj topics big hero 6
The document provides prompts for students to imagine themselves as the 7th member of the Big Hero 6 superhero team. Students are asked to:
1) Explain their inspiration for joining the team as a particular persona and describe their personality and appearance.
2) Design a specialized superhero suit or weapon for their character.
3) Create a new logo reflecting the new "Big Hero 7" team and design merchandise representing their character.
4) Design a poster or movie cover showcasing the new "Big Hero 7" team.
The prompts encourage creative works like mind maps, infographics and designs in response rather than long paragraphs.
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