Portfolio
Foundations of 3D Design ARCH251202 Fall 2020 Dr. Hoda Shaheen Symphony Mamdouh 900192596
Table of Content S
w 01 Scavenger Hunt Page 1
w 02 Rectilinear Forms Page 3
w 03 Application 1 Page 3
w 04 Curvilinear Forms Page 6
w 05 Curvi-recti Forms Page 12
w 06 Artwork Page 13
w 07 Fragments Page18
w 08 Planar Page 17
w 09
w 10
Wires Page 19
Trophy Page 21
w 11
w 12
Spacial Composition Page 23
Final project
Course Outline
Catalogue Description: Prerequisite: none Basic concepts and fundamentals of visualization, thinking, and design of simple forms in three dimensions. Presentation, communication and basic design skills using simple three dimensional modeling exercises in manual formats. Solutions are explored balancing between aesthetic and functional design criteria. Lectures, slide presentations, guided design studios and design critiques will be used. No previous digital or modeling experience is required. Course Design Questions: What is the essence and aesthetics of Form? How form, space and function interplay three dimensionally? What are the foundations of tectonics and structure of Form using modelingexperiments and hands-on experience? How to incorporate concept-framing and simple design process of development stages in the design/build 1:1 installation projects? Course Structure: This course is designed around a set of two or three functional application exercises and a final project. These applications can be a chair, standing lamp, display unit, art piece installation, child’s play, musical booth, etc. Each main exercise serves as a training milestone for combining a group of basic concepts and simple forms coming together in a 3-dimensional application. The purpose of these key exercises is to test students’ creativity in the compilation of complex superimposed forms with dynamic aesthetics, as well as testing their ability to function in regards to the human scale.
es Figure 3: A different example of an Application exercise that comprises a different set of basic exercises
Rectilinear Volum es
Application 1
Constructio n Compositio n
Recti-
CURVI
Application 3
Lines in Space PLANA R Wires
Frag ments
Planar
Figure 1: An example of an Application exercise that integrates a set of basic exercises
Curvilinear Volum es
CurviRectilin ear
Fragmen ts
Figure 3: A different example of an Application exercise that comprises a different set of basic exercises
Application 2
planar
Final Project Space Analysis (design build)
Figure 2: Another example of an Application exercise that integrates a possible set of basic exercises
Space Analysis
Construct ion Composit ion
Learning Outcomes 1. Design-build exercise 1:1 2. In-depth Analysis of Concept/Theme 3. Oral/Written/Sketching Presentation Skills 4. Get exposed to the design process with its multi-layered dimensions of constructability
Recti, curvi-rect
Frag ments
Planar
Target Audience: This course will provide entry-level visualization, communication and design skills for a wide variety of fields including mechanical engineering, architecture, interior and furniture design, graphic design, package design, marketing, and visual arts. It will help produce innovative modeling projects such as exhibit design, simple vehicle design, furniture design, packaging design, product design etc.
Prerequisites by topics: •none Text Book: •Hannah, G. 2002. Elements of Design, Rowena Reed Kostellow and the Structure of Visual Relationships: exercises in three-dimensional design, New York: Princeton Architectural Press. Additional readings: •Mills, C. 2005. Designing with Models: A Studio Guide to Making and Using Architectural Design Models, 2nd edition, Wires John Wiley and Sons. •Various materials will be selected from other sources Course Objective: •To develop basic three dimensional and spatial thinking, visualizing and problem-solving skills •Toofapply skills to aits realistic simple modeling project ex. exhibit design, landscape design, furniture design etc. Figure 4: Learning outcomes Finalthese Project and skill set of basic exercises Course Outcomes: After completing the course, students should be able to: •Understand and critically analyze elementary three-dimensional designs using the concepts and principles of threedimensional design and express this analysis both verbally and in writing. (fulfillment of UIA objectives 2, 3 and 16) •Ability to use simple 3-dimensional modeling principles to design and present three-dimensional objects. (fulfillment of UIA objectives 1 and 3) •Understand formal ordering systems (proportioning, dynamics, rhythm, visual relationships etc.) as well as apply them to simple architectural objects. (fulfillment of UIA objectives 3, 7 and 16) •Ability to apply fundamental 3-dimensional design skills to a given object and to integrate aesthetic and functional aspects in simple designs. (fulfillment of UIA objectives 1, 3, 7 and 16) Topics: lecture-hrs Grade Distribution: Grade 1. Three-Dimensional Thinking and Problem Solving Assignments: 25% This is a series of exercises aiming at introducing and developing three-dimensional problem solving skills. These exercises are to be performed individually by students in the studio and as take-home assignments. Basic concepts of three-dimensional design are taken into consideration. Manual techniques of 3D modeling and 2D sketching will be used. The focus should be on the process of 3-d problem solving and development of form rather than the product. Grade 2. Functional Applications: 25% Three simple applications aiming at introducing design build and functional components to three-dimensional problem solving skills. The design brief of the exercises is conceptualized as group work with the final design produced individually with emphasis on the design both as form and space. The focus should be on the process of 3-D problem solving and development of form rather than the product. Grade 3. Final Project: Object Design and Modeling Assignment: 25% Integration of ideas and concepts of the basic exercises demonstrated throughout the course with principles of space analysis. A high level of abstraction and exploration of space with function and human scale agronomics is required. Basic concepts of three-dimensional design are taken into consideration. Manual modeling techniques are to be used. Experimentation with different materials is encouraged. The focus should be on the process of 3D problem solving and development of form rather than just the final presentation technique and product. Grade 4. Portfolio and Development
Grading Policy:
All assignments and projects will be discussed in studio and the students will be graded according to their attendance, participation, and generation of new ideas. The majority of the project grade will be placed on the student’s ability to develop his ideas from concept to finished product, integrating information and critiques at each stage. Students are expected to refer to relevant issues from their discussions, readings and lectures during critiques and throughout assignments. The grades will be assigned according to the following criteria. Grade A: For an excellent and superior performance displaying highest level of command of all aspects of the relevant material, with no or only a few minor weaknesses. Student exceeded expectations of the course and applied many of the design issues raised from discussions, readings etc., to their course work and showed outstanding creative abilities and novelty in handling the design aspects. Students who are within the grade A category are expected to be innovative, highly technical and add to the studio and class environment, and enrich the learning spectrum with innovative ideas. Grade A-: For an excellent performance displaying a high level of command of all aspects of the relevant material, with only minor weaknesses, just short of superior outstanding performance. Grade B+: For a very good performance displaying a high level of command of most aspects of the relevant material, with only minor weaknesses Grade B: For a very good performance displaying a proficient level of command of most aspects of the relevant material, with some weaknesses. Student completed the work for the course at a high quality (as opposed to superior) and expressed very good depth of understanding, design capabilities and mastered new skills. Grade B-: For a very good performance displaying an appropriate level of command of most aspects of the relevant material, with some weaknesses Grade C+: For a satisfactory performance displaying good command of the relevant material, but also weaknesses Grade C: For a fair performance displaying fair command of the relevant material, but also considerable weaknesses. Student must have completed the work for the course. Grade C-: For a below fair performance displaying below fair command of the relevant material, but also considerable weaknesses. Student must have completed the work for the course. Grade D: For a deficient performance displaying some command of the relevant material, but also major weaknesses Grade D-: For a seriously deficient performance displaying minor command of the relevant material, but also major weaknesses, meeting only the minimum requirements of acceptance Grade F: For a performance which is not acceptable in all or major respects or does not meet the minimum requirements of acceptance N.B. Failing to submit any exercise or assignment in its due date without an authorized and legitimate excuse will not meet the minimum threshold to passing the course. (see end of document for the threshold rubric) There are no redo for any assignment or exercise in this course.
Grading Rubric for Exercises: (when applicable) Creativity (artistic skill) 15 pts. Coping with rules of composition (design skill) 15 pts. Workmanship (craftsmanship skill) 20 pts. Arrangement of compositions on board; Presenting your work, fonts’ size, nametag, etc. (presentation skill) 10 pts. Transforming volumetric compositions into spatial arrangements through playing with texture, different materials, harmonious colors, openings, etc. (design and artistic skill) 20 pts. Functional dimension (Egronomics skill)
20 pts.
Attendance Policy: Students in all courses at the Department of Architecture are required to abide by the University approved Attendance Policy. The following specifics pertain to the course: Students shall attend and participate in all classes except for a pre-authorized excuse from the instructor. Students who have a pre-authorized excuse from the instructor shall coordinate with the instructor the time and place of submitting any missing assignment or taking an in-class missed quiz, test and/or exam. It is the sole responsibility of the student to follow-up with the instructor in this regard. Students who miss more than the maximum three-week equivalent of absences without an authorized approval of the instructor or not in compliance with the University Attendance Policy shall receive an F in the course.
UNESCO-UIA Fundamental Objectives 10
11
12
13
14
15 Knowledge of the fine arts as an influence on the quality of architectural design.
Adequate knowledge of urban design, planning, and the skills involved in the planning process.
Understanding of the relationship between people and buildings, and between buildings and their environment, and of the need to relate buildings and the spaces between them to human needs and scale.
Understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take into account social factors.
Understanding of the methods of investigation and preparation of the brief for a design project.
Understanding of the structural design, constructional, and engineering problems associated with building design.
Adequate knowledge of physical problems and technologies and of the function of buildings so as to provide them with internal conditions of comfort and protection against the climate.
Design skills necessary to meet building users’ requirements within the constraints imposed by cost factors and building regulations
Adequate knowledge of the industries, organisations, regulations, and procedures involved in translating design concepts into buildings and integrating plans into overall planning.
Awareness of responsibilities toward human, social, cultural, urban, architectural, and environmental values, as well as architectural heritage.
Adequate knowledge of the means of achieving ecologically sustainable design and environmental conservation and rehabilitation
Development of a creative competence in building techniques, founded on a comprehensive understanding of the disciplines and construction methods related to architecture.
Adequate knowledge of project financing, project management, and cost control and methods of project delivery.
Training in research techniques as an inherent part of architectural learning, for both students and teachers.
9 Adequate knowledge of the history and theories of architecture and the related arts, technologies, and human sciences.
8 Ability to create architectural designs that satisfy both aesthetic and technical requirements.
L
M M
L
M 4.
M
M 3.
L
L 2.
7
ARCH 2512 Learning Outcomes
L
Course Outcome Alignment to UNESCO-UIA Fundamental Objectives:
6
For full definition of standards of academic integrity please refer to the University’s Code of Academic Ethics: http://in.aucegypt.edu/auc-academics/academic-integrity/code-academicintegrity http://schools.aucegypt.edu/academics/rhet/FAQ/Pages/Academic_Integrity.asp x It should be noted that given the creative nature of design studios particular attention should be given to plagiarism in any form- i.e. presenting others work (professional or non-professional), whether in whole or in part, as your own, even with alterations. Failure to adhere to the university’s Code of Academic ethics in any form will result in severe penalties and failure of the course. For a broader understanding of principles of plagiarism and copyright protection in international architectural standards refer to http://www.archdaily.com/772313/want-to-work-internationally-heres-what-youneed-to-know-about-copyright Disclaimer: While conducting your course work, assignments, and final project, you are required to respect the code of conduct of the campus’s larger community, people and its buildings. Any damage, paint, or destruction to the campus’s material, be it walls, floors, chairs, and property caused by your work can result in failing your assignments and losing grades leading to failing the whole class. Preserve and maintain the good condition of studios, buildings and open spaces. Take all precautions while working on campus and in the department; use cutting mats, plastic bags while working on your 1:1 models, do not paint over walls, seats, tables, and so on. Take all necessary measures for the safety and cleanliness of your working space.
M 1.
5
Academic Integrity Policy:
L
Course relationship to program objectives:
4
16 3 2 1
Threshold Criteria
Minimum pass performance descriptors
1. FormGeneratio n, Abstract Compositi ons, and Integratio n of basic rules of aesthetics in threedimension al designs
Work must demonstra te an appropriat e level of aesthetics and understan ding of the rules of compositio n for designing threedimension al objects, an adequate level of abstractio n, and the ability to explore different iterations for designing compositio ns.
2. Workmans hip, Constructa bility and Materialit y
An acceptable level of workmans hip with good manual skills for building models. Manipulati on of materials, texture, openings, proliferati ons, and harmoniou s colors. Models should be constructib le, stable and robust with clean cuts. A responsive attitude of patience, persistenc e, and curiosity to use and explore new materials.
3. Function and Technicalit ies
Integration of utility and functional design standards using basic exercises. Demonstra te an ability to construct and engage with the technicaliti es of designbuild multiscalar application s, and incorporat e human scale.
4. Organizati onal Skills of presenting multiple threedimension al objects in a cohesive arrangeme nt
A good sense of presenting multiple compositio ns on a canvas. A satisfactor y organizing skill for arranging compositio ns and objects visĂ -vis each other where the negative space inbetween creates a spatial dialogue.
5. Graphic Communic ation
All models, photos of models, text, annotated diagrams, and analysis should communic ate all informatio n clearly and correctly. Recogniza ble photos with good quality resolution and analyses on concept boards, presentati ons, verbal and written, and inside portfolios must be used.
6. Research Skills
An acceptable level to do research and analyze precedents and case studies to some depth, that have to relevant and applicable to the project and application s. Demonstra ting knowledge of the backgroun d, context, and conceptual framework of the work cited with captions and sources must be correctly referenced using MLA, APA, or Chicago Manual Style.
Threshold Pass Rubric: As part of the Architectural Department’s assessment policy, each piece of design work submitted at any point by a student must fulfill the basic threshold pass requirements of that level. Failure to pass this threshold will result in the reward of an "R" grade and a request to resubmit the work until threshold performance is met. Work receiving an "R" grade will not be reviewed at that time until it is resubmitted at a satisfactory level of fulfillment of the design threshold rubric of that level. The Level 3 Threshold Pass Rubric is as follows:
Course Outcome
A
B
C
D
F
1. Understand and critically analyze elementary three-dimensional designs using the concepts and principles of three-dimensional design and express this analysis both verbally and in writing.
Work submitted demonstrates that concepts learnt are integrated and synthesized deeply and thoughtfully across all elements of the work and new concepts are synthesized developed and applied
Work submitted demonstrates that concepts learnt are integrated and synthesized deeply and thoughtfully across all elements of the work
Work submitted demonstrates that concepts learnt are integrated and synthesized but to a level that is literal and direct
Work submitted demonstrates that concepts learnt are minimally but still acceptably understood and integrated
Work submitted demonstrates that a minimal to negligible number of concepts learnt are integrated
2. Ability to use simple 3-dimensional modeling principles to design and present three-dimensional objects
The objects submitted demonstrate three-dimensional relationships that are integral to the conceptual and aesthetic development of the objects, developed thoughtfully and creatively to elevate rather than just support the experience of space within the objects
The objects submitted demonstrate three-dimensional relationships that are integral to the conceptual and aesthetic development of the objects, developed thoughtfully and creatively
The objects submitted demonstrate three-dimensional relationships that are integral to the conceptual and aesthetic development of the objects, developed in a way that is technically correct and appropriately implemented and communicated
The objects submitted demonstrate three-dimensional relationships that are technically correct and appropriately implemented and communicated but are not integrated with, nor do they elevate the aesthetic of the objects
The objects submitted demonstrate three-dimensional relationships that are technically incorrect and/or inappropriately implemented and/or incorrectly communicated
3. Understand formal ordering systems (proportioning, dynamics, rhythm, visual relationships etc.) as well as apply them to simple architectural objects
Work submitted demonstrates exceptional, original and unique mastering of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work shows exceptional understanding of and innovation in the modeling process. Student excelled at applying them to simple architectural objects
Work submitted demonstrates a high standard of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work shows a very high standard of understanding of and innovation in the modeling process. Student worked very well at applying them to simple architectural objects
Work submitted demonstrates a very good standard of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work shows a very good standard of understanding of and innovation in the modeling process. Student worked very well at applying them to simple architectural objects
Work submitted demonstrates an acceptable standard of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work shows an acceptable standard of understanding of and innovation in the modeling process. Student worked acceptably at applying them to simple architectural objects
Work submitted failed to demonstrate an acceptable standard of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work failed to show an acceptable standard of understanding of and innovation in the modeling process. Student failed to work acceptably at applying them to simple architectural objects
4. Ability to apply fundamental 3dimensional design skills to a given object and to integrate aesthetic and functional aspects in simple designs
Work submitted demonstrates an exceptionally deep and nuanced understanding of aesthetics, functional aspects, users needs and their translation into design solutions. This understanding transcends that which is typical and standard and is user group specific in an original and unexpected way
Work submitted demonstrates a deep and multi-layered understanding of aesthetics, functional aspects, users needs and their translation into design solutions. This understanding fulfills to a very high degree the expectations of that which is typical and standard. It is user group specific to a very high degree.
Work submitted demonstrates a good understanding of aesthetics, functional aspects, users needs and their translation into design solutions. This understanding fulfills to a good degree the expectations of that which is typical and standard. It is user group specific to a good degree.
Work submitted demonstrates an acceptable understanding of aesthetics, functional aspects, users needs and their translation into design solutions. This understanding fulfills to an acceptable degree the expectations of that which is typical and standard. It is user group specific to an acceptable degree.
Work submitted failed to demonstrate an acceptable understanding of aesthetics, functional aspects, users needs and their translation into design solutions. This understanding failed to fulfill to an acceptable degree the expectations of that which is typical and standard. It is not user group specific.
Course Outcome Proficiency Rubric:
WK
Date
SUBJECT / CLASS ACTIVITY
Introduction to course Introduction to basic concepts Free composition with scavenged material (scavenger) Explain rectilinear homework requirement Portfolio requirements and presentation
Tuesday Sept8th
1
HW:
Scavenger hunt at home 2% [Criteria: ref to concepts, composition; description]
B. Rectilinear Homework Build three rectilinear compositions at home – white plasticine (recti_hw)
Tuesday Sep 9th
Closing date of Drop /Add
Lecture: Rectilinear compositions and Construction compositions Homework feedback Recti_cw: application 1 Each one Choose one rectilinear composition from the homework; o Enhance it Lecture: Application 1
HW: A. Application 1
B. Readings 1. Curvilinear Volumes (pp.58-65)
Recti 5%
[Criteria: composition, workmanship, rules]
Lecture: curvilinear/curvi-recti homework explanation Homework feedback and presentation Portfolio check 1 CW: practice to create curvi linear composition
. HW:
Application 1:5%
Assignment Hw: 2% Cw: 3%
ON CAMPU
Tuesday sept 15th
2 Portfolio check 1
Tuesday sept 22nd
online
A. Readings 1. Introduction + Part I (pp.16-43) 2. Rectilinear compositions (pp.44-57)
A. Readings 1. curvi-recti Volumes (pp.66-69)
Curvilinear : 6% [Criteria: creativity, composition, workmanship, rules, presentation skills]
Portfolio theme Cover Page And Template with scavenger hunt, Recti assignment : assignment and application photos and feedback, rubric 1% create 2 opposite curvilinear compositions Finalize one curvi composition, then add color, texture and openings Create one recti-curvilinear volumetric composition using different colors, texture, materials, openings, etc. Create a free design composition on a board of 42cm x 21cm. (rect-curvi_hw 2%)
A.
online
3 Portfolio check 2
Tuesday sept 29th
Lecture on application 2 Homework feedback Portfolio check 1 Application 2 Lecture: fragments CW: curvi- recti assignment
HW: 1.
Research:
Curvi-recti: 3% [Criteria: creativity, composition, workmanship, rules, presentation skills]
on modern Bauhaus artists, discuss concept, lines, styles and keywords create a lighting fixture inspired by the artwork HW: fragment exercise 1- Read fragment: p.70-75 2-create a fragments from 2 primary solid re arrange them to create a useful object: (seat, table,…) fit in 42*42
1.
online
4
Tuesday 6th
DAY OFF/online ARMED FORCE VACATION Portfolio check 3 Portfolio check 3
5
Tuesday Oct 13th
HW: Project 1 (draft 2)feedback and presentation fragment evaluation
Finalizing the APP2 concept and design process Portfolio: Next week Portfolio 2nd submission
Application2:13% Presentation:1% phase 1- 2% phase 2-3% final- 7% [Criteria: composition, workmanship, rules, creativity, function]
6 Fragment:3%
Project 2:final submission and evaluation presentation, individual’s ideas and concept board Tuesday Oct 20th
Lecture: Planar
ON CAMPUS
List of Materials and Equipment: Basic Kit: (should be assembled in a box a brought with you every class) Compass Scale ruler (1:20, 1:50, 1:100) Steel ruler Steel triangle Pencils of various weights- HB, 2B Eraser X-Acto knife (board cutter) Matte knife (heavy cutter) Scissors Hot glue gun and glue sticks White glue Straight pins Scotch tape Needle-nose pliers Side cutters Double-face tape Sculpting tools for clay modeling Sketchbook A5 plain sheets Cutting board
HW: A.
Reading planar p.76-85
Portfolio check 4 B. HW create 1 composition for planar using different materials
[Criteria: composition, workmanship, rules, creativity, function] Portfolio first submission: 3% Completed data and photos for each submission, reflection, design development, rubric, in class feedback
online
7
Tuesday Oct 27th
Lecture: Wires Planar homework feedback Introduction to application 3:
HW: Homework : 1) 2) 3)
Planar 3% read Wires p.85-95 create a composition using 6 types of WORK ON APP 3
Project 3 draft 1 submission and evaluation Wire assignment evaluation and feedback
Finalize your design
Application 3 final submission
A.
Wires: 3% Criteria: composition, workmanship, rules, creativity
Portfolio check 5 9
OCT 28TH
ON CAMPUS
Tuesday nov 3th
Deadline to drop courses
Tuesday Nov.10rd
Final project (part 1) Application 3 :7% Draft 1 Draft 2 Criteria: composition, workmanship, rules, creativity]
Introduction to the final project assignments 10
Tuesday nov.17th
online
Final project (part 1) submission Introduction to final project part 2
online
Portfolio check 6
11
Final project part 2 draft 1 submission, evaluation and feedback
Equipment: Digital camera (for documentation of progress)
NOV.
ON CAMPUS
Nov.24th
12
Deadline For Course Withdrawal
25TH Tuesday Dec. 1th
Final project draft 2 submission and evaluation
13
Suppliers: Camera 9 Stationary and Supplies, Bein el Sarayat St., Dokki Samir & Ali Stationary, Shehab St., Mohandessin or El Sherif St., Downtown as well (various branches across the city)
online Criteria: composition, workmanship, rules, creativity]
8
Portfolio check 7
Final project submission and evaluation
Dec.8th
ON CAMPUS
Materials: (to be used in different exercises) Foam board for rectilinear planar exercises as well as bases for study models Non-air hardening DAS modeling clay in white and/or Plasticine in one solid neutral colour- preferably white White construction paper in different weights and corrugated paper Medium weight aluminum and copper sheets for planar modeling 24-gauge copper wire- one spool Acrylic paints and appropriate brushes as required by each exercise (optional for final projects) Spray paint in white, black and matte silver, as required by each exercise (optional for final projects)
online
14 DEC 10TH
Last day of classes
DEC 15TH
Final portfolio submission online
16
DEC 22
17
Grading deadline DEC.22
SCAVENGER HUNT 8/9/2020
Rubric C:6.2 R:6.1 T:6.2 Grade:1.23/2
01
07
01 Scavenger Hunt Requirements : Make a 3d design that has a specific concept using any materials. Collecting three notebooks and covering a tomato with green and blue paper .
The concept: The significance of knowledge for the world Keywords:
Books, Earth, Knowledge
1 1 2 2
1 Rectangles(books) 2 Sphere (Earth)
Feedback
-No Transitions -Concept is not clear -very horizontal
Sketch
Reflections:
I was shocked when the Dr told us that we had to make a 3d design in an hour 07 period which made me nervous because of the lack of materials in the dorms 01
02
RECTILINEAR FORMS 15/9/2020
Rubric C:6.5 R:5 W:5 Grade:1.1/2 C:7.8 R:7.08 W:6.7 Grade:2.15/3 Total:3.3/5
FORMS 22/9/2020
Rubric C:6.5 R:5 W:5 Grade:1.1/2
02
07
Form 1
3 Requirements :Make a model consisting of 3 elements using plastecine.
The concept: Friendship Keywords:
12
1 Dominant 2Subdominant
2 1
3 subordinate
Feedback
Support, Similarity Sketch
-Does not follow the rules
Sloped not perpendicular
Reflections:
In the first week, there was a lack in the communication with the other class so I could not get what I was supposed to do then 03
04
Form 2
3 Requirements :Make a model consisting of 3 elements using plastecine.
1
1
2
2Subdominant
2
The concept: Family Keywords:
Support, Care, love
1 Dominant
3 subordinate
Feedback
-Does not follow the rules
Sloped not perpendicular
Sketch
Reflections:
In the first week, there was a lack in the communication with the other class so I could not get what I was supposed to do then 05
06
07
Form 3 1
Requirements :Make a model consisting of 3 elements using plastescine.
3
Analysis 1 Dominant 2
2Subdominant 3 subordinate
The concept: Egyptian society Keywords:
Injustice
Feedback -I should not use clay -almost linear.
Sketch
Reflections:
I see that this composition had a different and new concept which motivated me to choose it to make in materials 07
08
Application 1 22/9/2020
C:7.8 R:7.08 W:6.7 Grade:2.15/3 Total:3.3/5
03
07
01 Updated rectilinear forms
The dominant : lazy or unemployed people.
3
Requirements :Make a model consisting of 3 elements using plastescine.
2 1
Analysis 1 Dominant
The subdominant : The hard-working employees
The sub-ordinate : 2Subdominant The talented people 3 subordinate
The concept: Egyptian society Keywords:
Injustice
Feedback Subordinate is not good
Sketch
Reflections: 09
07
I see that this composition had a different and new concept which motivated me to choose it to make in materials
10
07
CURVILINEAR FORMS 29/9/2020
04
07
FORMS 6/10/2020
Rubric Curvi 1 C:8 R:7 W:7.5 Grade:1.5/2 Curvi 2 C:7 R:7 W:7 Grade:1.4/3
04
07
Forms
1 Dominant Requirements :
Make a design from plastesine using only curvy shapes
3
2Subdominant 3 subordinate
1 2
I was inspired by the movement upwards to the aim. The concept: The balance of life Keywords:
Failure & Success
Success
Feedback I was inspired by looking downwards after feeling ashamed.
-Linear and symmetric
Failure
Draft sketch
Reflections:
I found a difficulty while presenting my design so I could not deliver the concept well. 11
12
07
DEVELOPMENT 6/10/2020
Material C:7 R:6 W:7 Grade:1.3/2 Total:4.23/6
04
07
Updated curvi-linear form 3
2Subdominant
Requirements :
Make a design from plastesine using only curvy shapes
The concept: The balance of life Keywords:
Success stairs
Success: Cone(dominant):repres ents the path of success. sphere (subdominant):represen ts the experience the person has. cylinder(subordinate):re presents the target that the person wanted to achieve.
1 Dominant
3 subordinate
1
2
Success
Feedback -Almost 2d
Gives an impression of 2D Draft sketch
Reflections:
I found a difficulty while presenting my design so I could not deliver the concept well. 13
14
CURVI-RECTI FORMS 13/10/2020
Rubric C:6 R:5 Grade:1.7/3
05
Curvi-recti forms
3
Requirements :Make a model consisting of 3 elements using plastescine.
2 1
Analysis 1 Dominant part 2Subdominant part 3 subordinate part
The concept: Feminism:
Cone: experience path slices: Failure. subordinate: Success peak. Cone -> men rights Middle cylinder -> feminists Small cylinder -> women rights Rectilinear form -> the balance
Feedback Very vertical
Reflections:
I misunderstood the idea that I should make the shape while cutting not after that so I made slices. 15
16
ARTWORK 20/10/2020
06
07
DRAFT ONE 20/10/2020
Rubric Draft one C:6.8 R:6.5 W:6 Grade:1.289/2
07
Artwork Draft one
Description
Analysis 1 Dominant
:
2Subdominant
convert two sheets of paper in a 3d model looking like a splash.
3 subordinate
Feedback
-No connection between the objects
Requirements : Convert a 2d drawing into a 3d design
Reflections:
I found a difficulty during imagining the shapes of the 2d artwork as a 3d elements. 17
18
DRAFT TWO 27/10/2020
Rubric Draft two C:5 R:5 W:5 Grade:1.5/3
Artwork Draft two
Analysis 1 Dominant
Description:
convert two sheets of paper in a 3d model looking like a splash.
Requirements : Convert a 2d drawing into a 3d design
2Subdominant 3 subordinate
Feedback 1 Proportions are not suitable. 2 There is no piercing (connections)
Reflections:
I realized the not appropriate proportions in the composition late 19
20
FINAL 3/11/2020
Rubric Final C:6.5 R:6.2 W:6.5 Grade:3.19/5 Total:9.5/15
Artwork Final
Analysis 1 Dominant Requirements :
2Subdominant
Convert a 2d drawing into a 3d design
Description:
convert two sheets of paper in a 3d model looking like a splash.
3 subordinate
I adjusted the proportions I made a piercing in the red circle
Sketch Reflections:
I was interested in modifying the proportions. Unfortunately, I was not able to make connections between the elements 21
22
FRAGMENTS 20/10/2020
Rubric C:7 R:6 Grade:2/3
07
07
Fragments Requirements :
Make a design from plastescine by cutting a known element into slices different in shapes
Description:
Cutting a cylinder into two different shapes in different Concept: axis I was inspired by the shape of penguines. I expressed its body by making the white part a vacuum part in my composition to express the contrast.
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Analysis 1 Dominant 1 3
2Subdominant 3 subordinate
-I tried to work in the three axis. -I cut from the dominant cylinder to from another cylinder. -I considerate the negative space.
Reflections:
I found a difficulty while presenting my design so I could not deliver the concept well. 23
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PLANAR 10/11/2020
Material C:6.1 R:5.4 W:6.3 Grade:1.8/3
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Planar 1
Requirements :
2 3
Make a design using only paper that is inspired by a natural inspiration photo .
Analysis 1 Dominant 2Subdominant 3 subordinate
Feedback -Very linear
Sketch: Reflections:
I was upset that I could not give the feeling of a 3D composition because it seemed to be an extended 2d compostion. 25
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Wires 17/11/2020
Material C:5.9 R:6.1 Grade:2.53/3
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07
3
Wires
Requirements : Make a design from wires using different types of curves like
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1 2
1 Spiral curve. 2 Straight line. 3 Directional curve. 4 Neutral curve. 5 Reverse curve. 6 Straight line.
what is show here
4 First draft Feedback
Description:
Use two straight lines and four different types of curves
-Very simple No connection between curves and straight lines
Reflections:
There were not connection between curves because I found that the wire is too short to be folded many times. 27
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Trophy 17/11/2020
Material C:5.9 R:6.1 Grade:2.53/3
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01 Final project draft one Analysis 1 Dominant
Requirements :
2Subdominant
Make a design that is inspired by a certain sport in an abstract way.
Description:
Choose the gymnastiques sport to express in a 3d design
Sketch
3 subordinate
Feedback -Linear
Reflections:
I tried to make the dynamic motion of the girl abstracted so I preferred to used only wires. 29
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FINAL PROJECT (phase one) 24/11/2020
Grade:4.4/6
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Spacial assignment Analysis 1 Dominant
Requirements :
Make a design from paper that is inspired from a natural photo.
2Subdominant 3 subordinate
Description:
convert two sheets of paper in a 3d model looking like a splash.
Feedback
-No connection between the two sheets -No space to move under
Materials: White and blue sheets -cutter. -stick glue.
Reflections:
In this assignment, I was so satisfied by the final result because I made almost two or three drafts that all failed in order to reach that result. 31
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FINAL PROJECT 1/12/2020
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DRAFT ONE 1/12/2020
Rubric Draft one C:7.3 R:8.1 W:8.3 Grade:1.5/2
01 Final project draft one Requirements :
Analysis 1 Dominant
Make a landmark that stands for a building for the architect Frank Gehry and choose a location in Egypt that is suitable for it.
2Subdominant
Description:
The concept:
3 subordinate
Make a landmark for Weisman art museum.I located it along the River Nile
The balance of life and effort of gaining experience Keywords:
Folds, Connection between regular and irregular shapes
Sketch
Feedback
-Complicated -Location is not appropriate for the concept
Reflections:
33 Real Sketch
Although the composition was good, I could not deliver it well in the photos and presentation. In addition, the concept was not suitable. 07
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DRAFT TWO 8/12/2020
Rubric Draft one C:7.8 R:7 W:7.5 Grade:1.5/2
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01 Final project draft one Requirements :
Analysis 1 Dominant
Make a landmark that stands for a building for the architect Frank Gehry and choose a location in Egypt that is suitable for it.
2Subdominant
Description:
The concept:
3 subordinate
Make a landmark for Weisman art museum.I located it in EYE STREAM area
Modernity VS old style of designing Keywords:
Folds, Connection between regular and irregular shapes
Sketch
Modernity
Feedback
-Brick scale is very large -make contours
Old style
Reflections:
35 Real Sketch
I made a fatal mistake which was the very large scale of bricks. 07
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FINAL 8/12/2020
Rubric Final C:8 R:7.5 W:8 Grade:11/14
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01 Final project draft one Requirements :
Analysis 1 Dominant
Make a landmark that stands for a building for the architect Frank Gehry and choose a location in Egypt that is suitable for it.
2Subdominant
Description:
The concept:
3 subordinate
Make a landmark for Weisman art museum.I located it in EYE STREAM area
Modernity VS old style of designing Keywords:
Folds, Connection between regular and irregular shapes
Sketch
Modernity
Feedback
Old style
-Human scale is large. -Trees scale is very big
Human scale
Reflections:
37 Real Sketch
Eventually, I was satisfied with the final result. Especially, the contours. I really liked their shape. However, the human scale was not that good as it was very 07 large in comparison to the landmark scale!
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