PROJECT 1 : KNOWING THE ARTIST

On the 1st day of the 1st week, lecturer gave us an assignment about the artist, we were required to draw a piece of paper which written artist’s name. Surprisingly, I drew an artist named, Lyle Owerko who is a photographer and filmmaker.

Image result for Lyle owerko

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To more understanding about him, I did research of him including his background, career, artworks and so on. After that I did a mind map to simplified it.

Mindmap:

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In the mind map, i wrote about his follow the timeline since year 2001s, 2006s, and 2010s. In 11 September 2001, there was a series of 4 coordinated terrorist attacks by the Islamic terrorist group al- Qaeda on Unite States on the morning, Tuesday. On that time, he just came back from a trip to Africa, he worked with NGO organization ( non-government organization ). He heard the 1st plane hit from his apartment and he heard noisy sounds, sirens, screams, smoke and so on. When he arrived, he took photos. Among them were images of victims who had jumped themselves from the towers to end up their life, they called jumper. After that, people in order to commemorate the jumpers they built statue of the jumpers. Lyle keep questioning to himself about them and he considered those victims are good people and he preserve at least a distinct representation of their fate.

Image result for lyle owerko

Time

Cover of Magazine

In 2006s, he went to Africa traveled with Dr Jeffery Sachs for Millineum Promise project. He took photo and recorded the life of Samburu in Kenya.

In 2010s, The Boombox Project is published by other people and the author is Lyle Owerko. Lyle Owerko interested in music and he fascinated in audio playing. He took photo of boombox and collected hundred of the boombox. The Boombox as an Iconic device that influenced by hip hop, break dance, punk and so on.

Then I did it in infographic and show it to our lecturer. I add on the latest information that is first solo exhibition eagle hunter. He travel to Alta Mountain, Mongolia.

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Info-graphic ( butter paper )

This info-graphic kind of messy and need to arrange it properly.

So… I did second info graphic…that looks more neat than before and it accepted by my lecturer.

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Info-graphic ( butter paper )

Final outcome of info graphic: 

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IA Design Assignment 3

Model 5

For the model 5 , we were required to do a context for model 5, I did some research of my Malayan tapir on the context of zoo in and out of Malaysia. I did a pond for the model 5, I cut the foam board in 3 layers which represent a pond.

ZOO CONTEXTS

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Model 5 and Model 6

There are some part have changed is the fitting area, add on 1 more layer for the context (pond) and also add on the sunken part on second level from model 5 to model 6.

Photos can be show below are the comparison/difference between model 5 and model 6.

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Front: model 6 Behind: model 5

Model 6

For the model 6, we need to do fittings such as table, chair, cabinet and so on.

There are some photos I took  below.

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PIN UP DAY 

All students must done everything on that day.

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Final Review Day

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Final Look of Panel

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I was so happy after I done everything, thanks to my lecturer and my friend give some suggestion/ opinion and help me. Thank you!

CLOSE UP OF MY ALL DRAWINGS ON THE PANEL:

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SKETCH NOTE

POSTER

POSTER

PHOTOS

REFERENCE PICTURES 

TRANSFORMATION

TRANSFORMATION PROCESS (MODEL 1 – MODEL 4)

PLAN

PLAN

OBLIQUE

OBLIQUE

ELEVATION X

ELEVATION X

SECTION A-A

SECTION A-A

INTERIOR PERSPECTIVES:

SITTING AREASTUDY AREAOBSERVATION AREA

EXTERIOR PERSPECTIVE:

EXTERIOR PERSPECTIVE

Thanks again to my lecturer and my friends who kept helping me and encourage me to explore more about the interior and exterior design on the model. I really enjoy for this module and I learned  a lot of things. Finally, it is the end of the semester 1. Happy Holiday !

ARCHITECTURE, CULTURE AND HISTORY 1 ( Group Project )

Introduction

This assignment focuses on investigating historical works to not just enrich student proficiency in architectural language, design and ideas but most importantly to develop and hone students historical and architectural criticism skills. Through the study of an existing building (from a list issued by the lecturers), students will be able to communicate and expand their own architectural vocabulary and develop design concepts. In a group of 7-8, students are required to conduct precedent study analysis on specific buildings via site visits and through on-line forum discussion, sketch analysis
journal, verbal and digital presentations. The precedent study analysis project should help clarify questions of “why” the case study is historically, culturally and architecturally inspired and “how” the design concepts derived from the past have influenced and/or been reflected in the case study, and by extension how these can be developed and expanded to be creatively and innovatively integrated
into a prospective design project.

Objectives
In developing students’ historical and architectural criticism skills the objectives of the project are:
1. To introduce basic architectural theory through a consideration of intentions, concepts,
patterns, disciplines, architectural language and contextual relationships.
2. To creatively and innovatively develop and expand the design concept derived from the
precedent study analysis.

Learning Outcomes:

1. To produce building analysis which document intentions, concepts, patterns, disciplines,
architectural language and contextual relationships.
2. To produce graphical development, expansion and elaboration of intentions, concepts,
patterns, disciplines, architectural language and contextual relationships in developing
architectural critics’ skill.

Brief:

A precedent study is an effective approach in learning architectural history as well as an essential research stage for any architectural design project. To be a good architect it is crucial that one thoroughly understands what came before a successful architectural creation. Precedent studies provide understanding of these contributing factors. The information learned from this process will give architects wisdom to create architecture that is at par or even better than what has come before. In addition, precedent studies might also reveal reasons for design failure, thus giving designers that understanding so as not to repeat the same mistakes.

Assessment:

The study of precedent requires students to gather architectural information, so that they truly
appreciate the essence of the building; have in-depth understanding of the building systems at work,
as well as recognize the series of important elements that realize design aspects of the building.
Each group is required to collectively address the questions below :

1. i. What is the main function of the building?
ii. What was the concept or philosophy of the architect or founder that makes the
building significant / meaningful?

2. i. What were the major influences of a historical era of architecture on the building?
ii. How does the context, building period and evolution makes the building significant
and meaningful?

3. i. What is the form or shape of the building?
ii. How does the form or shape of the building connect / contrast / derive from a
historical era of architecture

4. i. What were the materials and construction technology or method used?
ii. How do these materials and construction technology or methods compare / contrast
with the historical methods from the ‘influencing era’?

Submission Requirement

Part 1. Precedent Study & Analysis Sketch Journal (25%)
You are required to generate in-depth precedent analyses that include the accounts listed below:
1. With reference to a historical timeline of an ‘influencing (or contrasting) era’ of historical architecture, generate a comparative analysis of the contemporary Malaysian example vis-à-vis the identified ‘historical era’
2. With reference to the era in question, critically analyse the contemporary Malaysian example for its differences and similarities compared to the ‘historical model’. Assess the positive and negative aspects of the modern example versus that of the ‘historical model’.
3. Keep a hand-written & hand-sketched record of your findings in an A4 ring-binder. These should be brought in for discussion and formative assessment with your tutor at every weekly
tutorial session.

Part 2. Digital Analysis Presentation (25%)
(10 minutes)
The digital presentation should consists of illustrative and abstractive diagrams, drawings and annotations of the precedent study that compares it to its influencing ‘historical era’. The drawings should include actual and conceptual floor plans, building sections, analysis diagrams and sketches expressing clarity and in-depth investigation of the precedent studies. Precedent study and the analysis presentations should be digital reproductions of original, strictly hand-drawn and handwritten information from the sketch journal in Part 1. For the digital presentation, these should be supplemented by original photographs and/or videos of the Malaysian study taken/produced by your
student group. You should find as much information on your assigned building as possible. Some projects have more information available than others. Your assignment is to provide an in-depth analysis of the building and provide thorough reflections of the questions listed in the subsequent section.
Analyses should include answers to the questions below:
1. How does the building reflect the spirit of the time and place for which it was built?
2. How was the building influenced by a given historical era of architecture (or for eras that do
not directly influence, how does the building contrast with a given historical era)?
3. How did the contrasting influences of a Malaysian site and a historical model affect the final
architecture of the building?

Student are to select and conduct analyses of the following from # 1 to 5 and are to synthesize the
design concept Partí of # 6.
1. Concept and Architecture analysis (i. Architect and/or Building concepts, ii.
Architecture/Style/Identification of Place, iii. Person-Container-Social relationship)
2. Building massing analysis (i. Material and Structure- geometry of making, ii. Geometry –
alignment/anthropometry/social geometry/ideal geometry)
3. Circulation Analysis (i. Circulation to Use-Space, ii. Natural ventilation)
4. Spatial Organization analysis (i. Spatial planning & Landscape/Site Siting, ii. Building
sequence and process, iii. Public vs. private, iv. Axis, v. Symmetry/Asymmetry & balance, vii.
Repetitive to unique, viii. Additive and subtractive, ix. Hierarchy)
5. Building plan-section/elevation analysis (i. Plan to Section or Elevation, ii. Natural light
penetration, iii. Significant architectural element)
6. Partí – Culminates and Summarizes (i. gesture, ii. essence, iii, dominant idea, iv salient
characteristic of the building)

Submission Requirement:

Review and assessment/submission date: Week 12 (22 Nov 2017)

TEAMMATES:

GOH CHONG YUE (0327827)

LIBERTY WOON HUI TSE (0328261)

MELISSA NG LI XIANG (0329573)

NAYASHAAN MOHAMED (0332123)

PHILBERT LOWELL (0333433)

VINCENT LIM (0333484)

WONG CAI YING (0327196)

WONG JIA WEN (0329320)

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Full Presentation slide can read below

Hope you like it!

FINAL PRESENTATION SLIDE: 

Sunway Pyramid, The New Ancient Egypt Architecture?

FINAL JOURNAL: 

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IA Design Assignment 2

Interactions Between Human and Animal 

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These are the activities that allow to interact between human and animal. As a worker who taking care of Malayan tapir. Activities that  I can do to Malayan tapir are feeding, check up, caring, bathing and observing.

Transformation Process  Model 1 to Model 4

Base Model Ideation

This is my base model ideation. The model I did was inspired by my animal, Malayan tapir. For all of my model we were required to use 6 keywords of 3 tangible ( teardrop, short round, long flexible)  and 3 intangible ( anger, playful, isolate). The formal organisation I used is radial form. The language I used for my all models is geometric.

Model 1

For the model 1 ,we were required to use polystyrene foam cut it in 4m x 4m x 4m using 1: 25 scale and do our model. From this model we learned mass.

Base Model Ideation model 1 to model 2.

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Model 2

For the body of the model, it show the keywords of teardrop shape, the shape of aeroplane wings repeated show the keywords of playful and anger. The entire of my structure has shown the keyword of short round.

Base Model Ideation model 2 to model 3. New Doc 2017-12-19_11(2)

Model 3

Progress:

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I use modelling board to do my model 3. There are 2 level ( upper and lower part ) Upper part is enclosed and lower part is semi enclosed.  My model is radial form.

Base Model Ideation model 3 to model 4.

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Model 4

For the model 4, I removed the shape of aeroplane ‘wings’ because it shown isolated without the ‘aeroplane wings’ , the roof shown the keywords of playful and anger. Teardrop shape can be see if look from top.

model4

IA Design Assignment 1

For Assignment 1, we were required to choose an animal which have only exist in zoo Malaysia.  I decided to choose Malayan Tapir as my inspiration. The reason I chose Malayan Tapir is because the skin is monochrome and it is cute whenever they play in the pond or run, they are kind of shy animal.

1.1 Sketch Note

First of all, I did research and study about Malayan tapir and compile all the information into sketch note in A3 size cartridge paper. I draw and colour the sketch note in order to show the different information with different colours which is easier for me to remember.

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A3 Sketch Note

After that, I redraw it in A2 size which is only black and white without colours. I used different style of sketch note to apply it on A2. A2 sketch note is more clear and neat than A3 sketch note.

Final Outcome :

tapir_1

A2 Sketch Note

1.2 Poster

I also did the research with more detail about our inspiration. We were required to find 6 keywords of  3 tangible and 3 intangible for each of them. I transform them into poster.

3 keywords of tangible :

  • Teardrop
  • Short Round
  • Long Flexible

3 keywords of intangible :  

  • Playful
  • Isolate
  • Anger

IMG_20170914_170536

MALAYAN TAPIR POSTER

1.3 Anthropometric

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VIVIAN’S DAILY ROUTINE

There are 12 activities I drew of what I did for  my daily life .

1.4 Ergonomic

From 12 activities, I need to choose 3 as my exploration for human figure.

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STRECTHING

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READING BEFORE SLEEP

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PUSHING THE WHITEBOARD

Assignment 8

Design Project Integration

Introduction :
Presentation drawings are used to illustrate design concepts to a client. When
completing a set of presentation drawings the main focus is to ensure the drawings
highlight the key areas of the design and that the client can understand the
drawings presented. Any construction detail is eliminated to avoid confusion.

Objective:
Develop an understanding of the basic composition in producing presentation
drawing.

Learning Outcome:
On successful completion of this module the student will be able to:
CLO 3: Draw and compose two dimensional 2D & 3D orthographic drawings with
correct architectural drafting symbol & a working knowledge of manual drafting
equipment.

Task 1: Orthographic drawing [15% test]
To show I understanding of orthographic drawing 2D and 3D, I produce
1. Plan
2. Sections
3. Elevations
4. Oblique
5. Perspective
Drawing scale and other requirements are as my design project briefs.

1. Plan

tapir_6

FLOOR PLAN  (Scale 1:25 )

2. Sections

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SECTION A-A (Scale 1:25 )

3. Elevations

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SIDE ELEVATION X  (Scale 1:25 )

4. Oblique

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OBLIQUE 45-45 DEGREE

5. Perspective

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Task 2: Presentation layout [5%]
Objective:
Develop an understanding of the basic composition in producing presentation
drawing.

Learning Outcome:
On successful completion of this module the student will be able to:
CLO 1: Communicate design idea & process using freehand sketching & rendering
techniques to signify elements of architectural sketches in expressing ideas.
Based from the previous orthographic drawings produced, I will need to
compose a presentation board for my  final review. Composition is to be colour
rendered (monochrome).

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This is my final presentation board, all drawings were put on the panel.

For this entire semester, I learned to draw the perspective with scale,  oblique, sketching, plan, paraline drawing and so on. Thanks lecturer teaching and helping us to improve our drawing skill. I learned a lot!

 

 

Assignment 7 ( Design Comm)

Paraline Drawing

Objective:
Plan Oblique can be constructed quickly because it’s projecting directly from the
plan. Exploded view illustrates how structure and major design component relate
to each other.

Learning Outcome:
On successful completion of this module the student will be able to:
CLO 3: Draw and compose two dimensional 2D & 3D orthographic drawings with
correct architectural drafting symbol & a working knowledge of manual drafting
equipment.

vv_1Exercises

Tasks:

1. Isometricvv_2

Paraline Drawing Isometric 30-30 degree

Plan given by lecture and we must draw it in 3D object.

2. Axonometric / Plan Oblique

There are 2 option I can choose and I choose option 2 which is Plan Oblique.

Plan Oblique have 45-45 and 30-60 degree.

I use 30-60 degree to complete my model plan oblique.

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Plan Oblique 30-60 degree