Carla Sujanto : Design Workshop Journal

Carla Renata Sujanto | 832783

DESIGN WORKSHOP ABPL 20050 | 2017

Weeks 5-7

TOPIC B

PLAYING WITH DESIGN IDEAS (& VIDEO ESSAY)

B1 | Cinema & Architecture WEEK 5 | LECTURE 5

FILMING TECHNIQUES | how to use film techniques in architecture This week's lecture discussed how cinema and architecture are related. Using filming techniques to portray architecture gives the space more of a narrative, and it can convey the experience of a space by including elements of movement and time.

LECTURE ACTIVITY | make film of room (film mapping of lounge room) We were required to make a film of the theatre, though I decided to do my living room. We had to take two shots from two points of views and design how the camera moves to demonstrate the room's spatial qualities.

The themes I want to emphasise in my living room are the warm colours which give a very home-y atmosphere. The film would be shot when the sun is lower as it gives the room warmer light. The first scene would be a medium shot from where a person would enter the living room to show how a person would experience the space. It would convey the furniture and the art and photos on the wall to add an element of narrative. In the second scene I thought it would be interesting to show the muted sunlight through the curtains reflected from the piano.

POV 1

• Medium shot zooming into light on sofa • showing furniture in the room • warm light giving home atmosphere

POV 2 • Medium close-up of piano • emphasis on shadows on curtain from outside and light filtered through curtain reflected by surface of piano.

B1 | Cinema & Architecture WEEK 5 | LECTURE 5

LECTURE ACTIVITY | design facade based on spaces of film Frederico Babina is an artist who creates facades of buildings inspired by other forms of art like film, music, architecture, literature, and sometimes, architects and cities. The activity was to design a facade based on my favourite film or film maker, and I chose Hayao Miyazaki's Spirited Away.

HAYAO MIYAZAKI | Spirited Away Hayao Miyazaki is a Japanese film director and animator. Many of my favourite films are his work and the work of the studio he founded; Studio Ghibli.

It combines incredibly detailed scenery with fantasy elements to create a very immersive story.

Spirited Away is my favourite film because it has such a beautiful environment that's rich with narrative. Miyazaki takes elements of traditional Japanese architectural style and combines it with his own imagination. I wanted to try and capture the combination of the Japanese architecture combined with Miyazaki's fantasy elements by stacking structures on top of eachother and including long pipes like the bath house.

B1 | Cinema & Architecture WEEK 5 | HOMEWORK

01. SHORT FILM | architectural element The homework was to make a short film about an architectural element to convey the experience of the space. I decided to focus on the architectural element of liminal spaces, eg. hallways, aisles, stairs.

I used the architecture of the Shrine of Rememberance which is a mass structure made of stone and has underground space. These series of photos show the liminal spaces of the architecture.

The solidity of the material as well as the manipulation of light in this spaces convey the element of mass that reflects the sombre atmosphere of the shrine, and this is mostly evident in the stairs where one can easily see the contrast between light and shade on the stone walls and between each step.

SCENE 1 | Showing aisles that circulate the main space in the shrine.

Emphasis on limited light, scale and materiality.

SCENE 2 | Showing maze of brick columns and concrete beams underground. Close up on texture of brick veneer.

SCENE 3 | Stairs going down and light shining on landing convey how light guides visitors through the space. Close up on patterns in the stone.

SCENE 4 | More stairs leading downwards and low ceiling creates feeling of mass above the visitor.

Concentrated light on walls guides them.

SCENE 4 | Stairs viewed from bottom shows contrast of light and shade on each step.

02. ARCHITECTURAL ELEMENT | based on film Continuing from the first part, the second requires us to make an architectural element that creates a similar atmosphere as our film.

The scenes of the film focused on the light and shade, material and scale of the liminal spaces in the Shrine. So I've designed a passageway for an outdoor space. It is a series of rectangular arches that allow light into the passage only through small gaps between each arch.

By bringing the material and the play on light and shadow into this design, a feeling of mass and a sombre atmosphere can be recreated in an outdoor setting.

B1 | Cinema & Architecture WEEK 5 | TUTORIAL

ACTIVITY | design the residence for 2 artists This week's tutorial activity was to design a house for 2 artists.

This house would include: • 2 bedrooms • 2 bathrooms • 1 kitchen • 1 shared studio space We also wanted to include 2 garages.

I switched to the the Technology group and we were responsible for designing the furniture of the residence.

Firstly, we had to figure out what kind of style we wanted for the interior space so that we could design furniture that complemented it. The residence seemed to have small spaces, so we decided that minimalistic and compact style with mostly timber and stone material would suit the house.

Next we had to list the furniture needed for each space.

STUDIO

KITCHEN

• • • • •

• • • • • •

stools tables shelves (built in) computers sink

INSPIRATION built into the wall interesting exposed copper pipes

deep stone basin makes it easy to clean and water won't splash out

racks to hold paint supplies

cupboards for storage

sink bench fridge pantry stove stools

BATHROOMS

BEDROOMS

• • • • •

• bed • bedside

shower (built in) toilet sink rack vanity

We decided to focus on furniture for the studio as we felt that it was the main space in the building. For the purpose of the activity, we had to make very simple versions of the furniture at 1:100 scale so they could be placed in the paper model of the house. But we still did research and sketch designs for different furniture in the studio. I worked on the sink.

table

• wardrobe

Entry into the studio space of house.

Kitchen with bench, sink and stove.

Paper model of artists' residence with some furniture.

AMENITY group's diagram illustrating connection between the spaces.

B2 | Design Reflections & Decisions WEEK 6 | LECTURE Excessive optimism: does not account for negative outcomes ACTION ORIENTED

Overconfidence: overestimate skill level Confirmation bias: biased towards information that confirms our beliefs

PERCEIVING AND JUDGING ALTERNATIVES

Anchoring and insufficient adjustment: unable to adjust way of thinking from initial value Groupthink: prioritise decision agreed by all of group instead of finding better alternative Egocentrism: focus on own perspective only Loss aversion: think of losses more than gains, leading to fear of risk

FRAMING OF ALTERNATIVES

Sunk-cost fallacy: focus on past costs/efforts that can't be recovered Escalation of commitement: keep working on weak idea because of effort that has already been invested Controllability bias: believe we are more in control of outcome than we are

STABILITY BIAS

Status quo bias: prefer status quo Present bias: value immediate gains over long term gains

TYPES OF DECISIONS | decision making biases This weeks lecture discussed different types of decisions that we make when designing. Most people tend to have a bias that makes them process decisions similarly across every project. By understanding how we make decisions, we can conciously adapt our decision making type according to the situation.

I think that I have a bias towards group think, escalation of commitment and present bias decision making.

I think in order to overcome a groupthink bias, we should flip the process; consider better alternatives first before comprimising the final decision with the whole group. Though this process may make it more difficult to get the group to agree on one idea, it's better than having to lower standards for the sake of the group consensus.

To overcome escalation of commitment bias, I should learn to get out of the mindset that putting in more work inherently makes something better, sometimes it means we're just wasting time that could be spent working on a better idea.

DESIGN REFLECTIONS | important qualities of reflection I've annotated my reflection on the type of decision making biases I have to identify important qualities that a reflection should include.

• New skills/

information learnt

• Viewing self as

designer • Awareness of own processes and methods

• Strengths • Weaknesses • How to improve

• • • •

Strengths Weaknesses How to improve Insights

Present bias is more difficult to overcome as I am aware that long term gains are more important, but I don't take action to prioritise this over short term gains. I think it is a mindset that I have to actively work on to change. Among my friends, this bias is also quite common as we often focus on making the deadline as opposed to furthering our skill and experience.

• • • •

Strengths Weaknesses How to improve Comparing to others

Being able understand my biases would help me to change and improve my decision making style across situations to help me make the best and more informed decision.

• Conclusion

B2 | Design Reflections & Decisions WEEK 6 | VIDEO ESSAY

VIDEO ESSAY PROJECT | what is a video essay?

This week, I decided to take part in making a building essay. This would consist of making a film on a building and showing how people experience the space as well as interesting spatial qualities of the architecture.

At first, I thought we were making a documentary on a building. However, architecture films focus more on spatial experience, materiality, interesting qualities like furniture, and the views in order to show how a person would occupy and perceive the space; documentaries give facts, whereas the film would give experience.

Approximately 5 minutes long

Have filming plans

REQUIREMENTS

Show occupation of space Show context

PROCESS

VIDEO ESSAY

COMMUNICATION

Interesting spatial qualities Circulation and journey

Allocate roles

Choose building

Get permission to film building

Take pictures of building

Mapping camera location and movement Image layers

Make plan for filming

Film video

Camera settings Camera height

Edit

B2 | Design Reflections & Decisions WEEK 6 | VIDEO ESSAY

SITE OPTIONS | what qualities are needed when choosing site?

When choosing a building to film, we initially thought of public spaces where we can observe how people occupy and move through the building. Therefore, we could better convey the circulation of the space and the journey that people take to get to and through the building. We also thought about spaces that would have interesting spatial qualities that we could focus on.

Some of our first choices included NGV, ACCA, Melbourne Recital Centre, General Post Office and AMMI Park.

In our feedback for our first choices, we were told that while public spaces would convey circulation and occupation of space well, it would be hard to get permission to film, so we should try finding residential buildings. Smaller buildings may also be better, considering we have a limited time, we would be able to cover more space. It would also be easier to convey smaller spaces to our audience.

We researched and narrowed down our options into more rational choices that fit our short time frame and other limitations.

HEIDE MUSEUM OF MODERN ART • Interesting spaces to film • Public space : can show

circulation effectively, especially because it is a museium • Interesting texture on facade as well as sculptures

AUSTRALIAN CENTRE FOR CONTEMPORARY ART

MELBOURNE RECITAL CENTRE

• Interesting use of material in facade as

interior space that gives the illusion that people are underground/in the earth • Glass facade and honeycomb pattern gives oppurtunity to show views in and out, as well as show shadows in interior space cast by sunlight.

well is interior space.

• Refelctive surface gives oppurtunity to play with light • Gallery : public space to show people occuppying and moving through space

• Interesting textures in

MELBOURNE THEATRE COMPANY • Lines and geometric

shapes inside and outside gives oppurtunity to show illusions from different angles.

• beams and line patterns on windows gives oppurtunity to show shadow cast inside from sunlight.

• can do timelapse to show contrast between day and night

B2 | Design Reflections & Decisions WEEK 6 | VIDEO ESSAY

PRAHRAN HOTEL • Emphasis on light and views in and out because of all the circular portals. Can use them to frame scene.

• Interesting spaces of different designs that complement each other.

• Wide range of textures and material. Can make montage of materiality.

CLOUD HOUSE • Can show contrast between

terrace house facade and modern design of back of house.

• Show contrast between timber planks of inside and steel of outside • Interesting furniture gives oppurtunity for furniture montage.

YARDMASTER'S BUILDING • Material creates quiet and cold atmosphere.

• Interesting shapes for the

windows gives oppurtunity to film views outwards, using window shape to frame scene.

GRAFFITI HOUSE • Connects to context around

it by bringing graffiti into the house.

• Oppurtunity to make montage of graffiti inside house • Window open directly to the street gives connection to the outside, we can film when it is darker and there is only light inside to show family inside and give element of narrative.

MONACO HOUSE

• Interesting geometric

texture of the facade puts it in contrast with rest of street • Show different shades on the walls that aren't flat to show how light hits the surface and changes its colour • Show views in and out as it has large windows on facade.

B3 | What to do When Stuck WEEK 7 | LECTURE

LECTURE ACTIVITY | designing perfectly

1. Perfect room

2. Most beautiful space

We began with an activity where we were told to first design the 'perfect room'. After a lot of struggle, I ended up drawing a simple bedroom with a big bed in the centre, floor to ceiling windows, a wardrobe in the wall and a floating chair. I was mainly drawing from what I would want in my room. If I could design it.

Secondly, we had to design the 'most beautiful space' which is even harder because this time, the type of space wasn't even specified. I had even less of an idea what I drew or why I drew it this time, but I included a stone pillar like in Greek/Roman architecture and seating.

What I learnt from the difficulty of these activities is that 'perfect' and 'beautiful' spaces can't be defined as they are a subjective experience. The reason it took more time to visualise the 'beautiful' space is because it had even less limitations than the first actvity of designing a 'perfect' room. Having no limits to designing makes the task more difficult as we are given no starting point and there is no way to narrow it down.

Instead of aiming to design perfectly and beautifully, I should aim to design what is possible and narrow it down.

ADAM'S LIST OF KINDS OF BLOCKS | types of creative blocks people encounter

EXPRESSIVE

inappropriate/ inadequate language or mode of approach or expression, cannot communicate idea

INTELLECTUAL

ENVIRONMENTAL in a bad team where there is no trust

PERCEPTUAL cannot see the problem or cannot see useful information

inflexibility, working with wrong/not enough information

EMOTIONAL

fear of risk and ambiguity

CULTURAL

taboos in culture/society

As designers, it is common to experience creative blocks that stop us from moving our ideas forward. Being able to identify them is the first step to overcoming them.

Adam's List of Kinds of Blocks identifies six of them. I think the one that I've commonly encountered in high school and university are emotional, as I'm often not sure if my ideas would make sense to others or if it's too irrational and abstract, as well as expressive, as I struggle to communicate my ideas in a way that they understand it as a whole instead of seperate parts and processes.

I think that in order to overcome an emotional block, I should learn to simply get ideas on a page and work out whether they could work and become more rational later on.

Making mistakes and bad ideas are still more progress than no progress because at least I am learning something.

In terms of overcoming an expressive block, I should try a similar approach; I should firstly write and present the ideas I want to present in the way that I usually do, then go back and organise the information in a way that would communicate my ideas to others more clearly.

B3 | What to do When Stuck WEEK 7 | VIDEO ESSAY

MELBOURNE THEATRE COMPANY | first site visit We had initally gone with a John Wardle building, but we did not get permission to film. Most of the people we reached out to for permission had not responded to us, but we had to make progress. We decided to visit MTC as it was one of the choices we liked the most. Even though we did not have access to the theatres, we could still photograph the rest of the interior and exterior space.

We found the facade to be an interesting feature of the building, these geometric patterns also carry on to the interior space, creating a theme. In the filming, it would be interesting to capture the angles where the beams are aligned to give the illusion of a 3D form. The white beams also reflect light and would give the illusion that they glow at night, so a timelapse to show contrast between day and night would be interesting.

I found that the stairs were also an interesting feature. This is where the rigid beams carry into the interior space. They go from floor to cieling to lead visitors from the ground level to the first level.

The staircase itself has a handrail that mimics the white beams of the facade as well. The number of steps is also quite odd and interesting.

Instead of going up evenly, it breaks up the number of steps and creates landings in between to allow visitors to take in the space around them.

The first level consists of thick black lines on the walls and cieling to create more illusions like the beams on the facade. We could film the corner that gives the illusion that one wall is meeting the other, starting with an angle that shows the illusion and slowly moving to an angle that dispels it.

Windows line space facing the street, and this gives us an oppurtunity in the filming to show views outwards.

B3 | What to do When Stuck WEEK 7 | VIDEO ESSAY

Filming Plan SCENE 1

SCENE 2

SCENE 4

SCENE 5

SCENE 3

camera layer 1 layer 2 layer 3 person person path camera path

SCENE 6

Tables

SITE CHANGE| Southbank to Fitzroy We had just gotten a reply from the staff of MTC that they can't give us permission to film inside the theatre. While we could still use the other spaces of the building, the theatre is the main space that people occupy, which would mean that our film would not effectively show how the building is experienced and occuppied.

However, John Wardle Architects had replied to tell us that the occupants of the graffiti house in Fitzroy were happy to let us film.

While the site change was a major setback and gave us less time to work on our actual film, being able to film an occuppied house would mean a smaller space, making it easier for our audience to perceive the spatial experience we are trying to communicate. We would also have people we can work with to show how the spaces are occuppied, how furniture is used, journey and circulation, etc.

MAPPING | planning location and movement of camera This camera mapping was made to illustrate where the camera would be located, where it would be facing and where it would move. For these first scenes, we were interested in adding a timelapse to show the contrasts between day and night.

I think the transition from exterior to interior space could be improved by showing the connection between the geometric facade and the black lines on the walls and ceiling, shown in scene 6, so the scenes could be reordered.

This could also be an oppurtunity for a montage of all the geometric patterns, lines and beams as it is an ongoing theme of the architecture.

Weeks 8-10

TOPIC C EVALUATING DESIGN IDEAS

C1 | Developing Design Ideas WEEK 8 | LECTURE

SCALES OF CONSIDERATION | consider changing scales to develop design idea This week’s lecture discussed different methods of developing design ideas. One of these methods was to consider switching the SCALE OF CONSIDERATION when designing.

Some of the new concepts mentioned were ‘META-DESIGNING’ in which I design my designing, or choose/change my method of designing. Another new concept was ‘REIFICATION’ in which an abstract idea is made concrete.

Usually, I develop a design idea by thinking in terms of the MIDDLE SCALE by thinking of my design on the site as a whole and thinking about the smaller details and wider context later on. However, when I find myself stuck with this method, I META-DESIGN and switch my method of designing. Eg. developing an idea at a SMALL SCALE by starting with one interesting feature and designing around that.

Context

Participants

Designer (me)

Wider context

Community -consider symbolism, reification

Meta-designing

Middle scale

Whole site

Groups -consider group’s behaviour

Strategic heuristics

Smallest scale

Location in site

Individuals -consider individual’s experience

Conjectural design tactics

Largest scale

SCALES OF CONSIDERATION | applied to Design Studio EARTH

Idea considered at MIDDLE SCALE. Site and program of pavilion were considered, but design seems uninteresting.

Previous design developed from SMALLEST SCALE. Despite less consideration for site and program, interesting space was created by designing frame and infill around suspended black cube.

In my design studio, our current project is to design a pavilion. I used the concept of ‘meta-designing’ and decided to change my approach after finding myself stuck. Initially I had approached the project at MIDDLE SCALE by thinking about the whole site, but I had created a building which was quite bland. I decided to change my approach and tried to develop it at a SMALL SCALE. I returned to one of my previous completed projects in the studio and decided to MAGNIFY (SCAMPER) the feature that I found interesting and build the pavilion around the cube.

C1 | Developing Design Ideas WEEK 8 | LECTURE

This SCAMPER tactic shows that developing a design idea consists of making initial irrational developmental ideas which can then be further developed, the main point is to create new ideas from the initial idea.

SCAMPER | Bob Eberle's modification of Osborn's Evaluative Checklist An idea can be developed by changing some part of it in some way. SCAMPER suggests 9 ways in which the part of this design can be changed. I've demonstrated these 9 tactics by developing ideas from a mug. Though many seem non-functional or irrational, they can be developed into more functional and rational designs.

Substitute something Combine with something Adapt something to it

The mug handle was SUBSTITUTED for a doorknob. Not an ergonomic design as it's hard to pick up safely, but looks interesting.

The mug was COMBINED with a digital thermometer. This is an example of SELF DESIGN decision style as I thought about what I would want from a coffee mug.

The mug was ADAPTED to situation where user wants to know time when drinking coffee in morning so that they are not late, so a clock was added.

Modify/Magnify

The top of mug was MODIFIED into different shape. Mug lip curves outwards, contents pour out easier.

Put to another use

The mug was PUT to use to hold a phone. Handle is used for earphones to curl around so it doesn't tangle. Can be developed further to fit phone better and fit in pocket.

Eliminate something Reverse/Rearrange

The mug handle was ELIMINATED. Not an ergonomic design if contents are hot, but can still be gripped.

The mug handle was REARRANGED horizontally. Not ergonomic, but interesting

C1 | Developing Design Ideas This week, we continued working on planning the film, specifically, how to sequence the shots and what techniques to use. I rewatched the architecture film CASA CATTANEO to find examples of how scenes are assembled and categorised to create a montage.

WEEK 8 | VIDEO ESSAY

1

3

2

MONTAGE SHOWING CONTEXT LONG SHOT of house and surrounding street at EYE-VIEW shows what a person would see when approaching the architecture.

1

EXTREME LONG SHOT of house and surrounding context, including street and background, shows context in terms of LANDSCAPE.

CLOSE UP of house's address gives clear indication of house's location.

3

2

MONTAGE SHOWING OPENINGS MEDIUM CLOSE UP of window to show how it opens and functions from inside.

4

LONG SHOT of person closing door from outside to show how they open/close from balcony.

6

5

EXTREME CLOSE UPS of materials of doors and windows to show detailing and materiality.

MEDIUM CLOSE UP shows how person opens window from inside, also frames view from inside to outside.

LONG SHOT of window opening to frame view of street and ocean from the inside.

MEDIUM SHOT of door opening and framing terrace to suggest other spaces in the house.

C1 | Developing Design Ideas WEEK 8 | VIDEO ESSAY

These sets of scenes focus mostly on the ARCHITECTURAL composition of the stairs. Where previous montages consisted of still shots which depicted movement, these scenes use TILTING, TRACKING and CHANGES FOCUS in order to illustrate the dynamic nature of the house's architecture.

1

3

2

MONTAGE SHOWING STAIRS EXTREME CLOSE UPS to show interesting detail, railing and materiality.

4

EXTREME CLOSE UP and CHANGING FOCUS BACKWARDS to emphasise detailing of stairs.

5 MEDIUM LONG SHOT of stairs TILTING DOWN from top to bottom floor.

MEDIUM LONG SHOT of stairs TILTING UP from bottom floor to top floor.

The scale of these scenes shows the ARCHITECTURE of the stairs. Compared to previous scenes, where people are shown and still shots are used to film the movement of doors and windows, the camera tilts to show the design of the stairs.

TRACKING SHOT following hand on rail to show how a person occupies the space. This is the only scene which shows people as this montage has an ARCHITECTURAL focus.

C1 | Developing Design Ideas WEEK 8 | VIDEO ESSAY

After watching more examples of Architecture films, we decided on the themes that we could focus on when filming the Fitzroy house.

TEXTURE AND COMPLEXION

FURNITURE

OPENINGS

BRICK FACADE The varying texture of the brick facade is an interesting detail as it mimics the pattern of the octopus graffiti that was on this site before.

GRAFFITI The graffiti is a defining feature of this house. It's surrounded by graffiti, and to have it inside as well as outside the house gives it a connection to its surroundings.

MATERIAL This timber material carries throughout the house and is used on table surfaces, furniture and cupboards.

CUSTOM MADE FURNITURE Some of the furniture in the house is custom made to fit the house, they are made of one particular timber material.

The desk in the library is parallel to the bookshelf and the wall and is connected to the floor.

DIVERSE FURNITURE This house consists of a very interesting and diverse collection of seating. This adds to the house's overall eccentric and dynamic atmosphere.

VIEWS An interesting feature of this house is that the kitchen is very open to the street, people can look in when they are going about their day. A connection is also created through the large floor to cieling windows on both sides; the other side can be viewed clearly from the opposite side.

LIGHT Ceiling lights were very scarce, with the exception of the library and kitchen, therefore, there were many openings that allowed natural light into the building.

C2 | Evaluation and Assessment WEEK 9 | LECTURE

EVALUATION AND DECISION ANALYSIS METHODS | what methods are used to assess a design and make a decision?

This week's lecture discused the process of evaluation and decision making when assessing a piece of work. Some of these methods include SIX THINKING HATS, DELPHI METHOD, TRADE-OFF GAMES and DECISION MATRICES. In all the methods used, creative work is always judged from different perspectives and a certain balance between objectivity and subjectivity because there is no single 'correct' way for something to be created/designed. However, they can be compared to previous work/other work which has been considered 'good', a set of criteria can be created so that the work can be scored.

DE BONO'S SIX THINKING HATS | peer assessment method The six thinking hats are an assessment method in which students take on different roles, or put on different 'hats', and assess a piece of work from this perspective. I've tried to critique my own presentation from Design Studio: Earth from these six perspectives.

Yellow hat | Benefits/positive aspects Interesting concept of chaos/clarity.

Journey to and through the space was thoroughly considered. The image at eyelevel clearly illustrates a person's experience of the space. Interesting diagrams show where spaces are in a unique manner. Visually interesting presentation.

Blue hat | Thinking about thinking A phenomenological approach was considered in this pavilion design; the concrete that flows through the pavilion illustrates the person's journey through the space.

Black hat | Critical thinking/negative aspects Lacking in terms of material, hard to understand the design as a whole without perspective views, floor plans, less abstract sections, a physical model etc. More eye-level shots are necessary as this project focuses on user experience; show inside of cube if the most interesting aspect is the contrast of chaos of beams and colums and clarity/peace inside cube.

White hat | Data and information Unique and interesting axonometric diagram and perspective section shows how spaces are laid out. Site plan shows important context information clearly and simply. Not enough information on the pavilion as a whole or experience of the space has been presented.

CHAOS & CLARITY | Something like a pavilion Green hat | Creativity Aesthetically pleasing and unique way of presenting information about the pavilion. The desing of the pavilion itself and the chaos/clarity concept explored in the design is also interesting.

My design explores the contrasting ideas of chaos and clarity, reflecting how Herring Island is a quiet retreat into nature located in a busy city. The visitor experiences a chaotic journey, navigating around beams and columns until they enter the cube for a moment of clarity and peace where they discover the secret of the pavilion.

Red hat | Feelings/intuition The disjointed frames, beams and columns give a very chaotic atmosphere.

The cube in the centre is the main attraction because it's at such a contrast with its surroundings; the way it's placed, it seems to be both solid and void space at the same time.

C2 | Evaluation and Assessment WEEK 9 | LECTURE

ASSESSMENT OF STUDENT WORK | how is a student work assessed?

Student work is usually assessed in terms of COMMUNICATION of their design, AGAINST STUDIO EXPECTATIONS meaning that they satisfied the criteria set out by their studio, AGAINST THEMSELVES and their capabilities, and in terms of SELF-ASSESSMENT of what they achieved and limitations encountered in the process.

Student work

Communication

Studio Expectations

Student capability and improvement

Something I didn't understand was why students were assessed AGAINST STUDIO EXPECTATIONS. In Design Studio: Earth, I thought if we are all given the same brief then wouldn't we all be assessed the same? However each studio group and each tutor is different and place emphasis on different aspects of a design and would approach the project differently. This was the most evident when there was a tutor swap; each tutorial group would have a different tutor and the students would have to pitch their current project to them. Most of my tutorial group had started building up their projects from their own abstract concepts and decided to think about details such as necessary spaces (toilets, main room, etc.) later on, many people had a phenomenological approach to this project and thought about views inwards and outwards, the sounds heard inside their pavilion, a person's journey, etc. However, our temporary tutor had a more grounded/solid approach and assessed each student's progress on how much of the required brief they have completed. On the other hand, our tutor had assessed their temporary group's progress in terms of the concepts that their design would be based on and how unique it is.

At first I thought this may be unfair as each student would have to adapt their approach to a design according to their studio group, however, I learnt that this would reflect working on a design in real life; a designer would sometimes have to change their approach according to each brief, client or design studio and learning to adapt would be a useful skill.

Self Assessment

C2 | Evaluation and Assessment WEEK 9 | VIDEO ESSAY

Optic

CAMERA ANNOTATIONS Lens

Tele Wide Normal Zoom

Diaphragm

Open In-btw Close

Optic Depth

Flat Normal Deep

DoF Shallow Normal Deep

How Long

MONTAGE SHOWING CONTEXT

MEDIUM LONG SHOT at eye-view of house facade shows how person would approach it on the street

Nr of Focus Points

Focus

Nr of Changes

Fixed Chaging

Screen/Space

Backward Forward

Perspective

2VP

VP Outside Frame

1VP

VP in Frame

VP Outside Frame

Space Layers

1 2 3 4 5 6

LONG SHOT showing tram passing to give audience an idea of the context

How Long

Scale Composition

Sub-human

Tripod-Camera Movement

Pan

human

Hand-Held Camera Movement

Architectural

Landscape

Up

Right

Tilt Down

Left

Rotate

Diagonal

How Long

Camera/Movement

Distorted

VP in Frame

N

Clockwise Anti-Clockwise

Zoom

In Out

From Where to Where

Pan

Right Left

Up Tilt Down

Rotate

Diagonal

How Long

Clockwise Anti-Clockwise

Zoom

In Out

From Where to Where

Tracking Shot(Dolly/steadycam/Gimbal)

Horizontal

Right Left

Deep

Forward Backward

Diagonal

How Long

Tracking Shot(Hand-held)

Horizontal

Right Left

Deep

Forward Backward

Diagonal

How Long

Crane-shot

Up Down Diagonal

How Long

Drone/Heli Shot

Up Down

North South West East

How Long

CAMERA ANNOTATIONS show how the scene will be shot with the camera. This includes figuring out the type of lens, diaphragm, depth and focus of the shot, what is in the space and how the camera will move.

These first scenes are made mostly of long shots and medium shots to give the viewer information about the surrounding context; eg. the houses on the street, the main road, interesting features.

LONG SHOT showing shop fronts and main road with street name in foreground

MEDIUM SHOT of statue in front of street to give a sense of character and narrative to the context

C2 | Evaluation and Assessment WEEK 9 | VIDEO ESSAY

SCENE MAPPING

MONTAGE SHOWING GRAFFITI 3

Legend camera layer 1

2 1 Camera movement Character’s movement

SCENE MAPPING shows the location of the scene in relation to its surroundings, what the shot will show, how to camera will move and any movement from objects/people in the scene

layer 2 layer 3 person person path camera movement/ action camera focus

After visiting the house to take pictures, we used these photos as reference to start planning the filming. This involved planning the camera setting, height, movement and location, number of scenes, sequence of scenes and what each scene will show.

After mapping scenes 1-4 which show the context around the Graffiti House, we wanted to include a montage of shots to show what makes this location unique; the graffiti. This montage precedes the scenes depicting the house's facade and the window that provides a view into the house as it shows that the uniqueness of the suburb and its graffiti is carried on into the house.

Graffiti montage begins with MEDIUM SHOT of pink panther graffiti on the side of a restaurant on the street

CLOSE UP of globe graffiti on side of a house at the intersection of Argyle and Young street.

LONG SHOT of Dalai Lama on brick veneer

MEDIUM CLOSE UP of diver graffiti on corner of Young street and laneway behind graffiti house

C3 | Selling Ideas WEEK 10 | LECTURE

PRESENTING AND COMMUNICATING IDEAS | important things to consider When presenting ideas, it is important to make sure that everything on the page adds something to the presentation, that each drawing/picture/diagram is necessary. The presentation should effectively communicate the ideas and project as a whole so that the audience and critics can understand the proposal. This means that the page shouldn't be too crowded such that people don't know where to look first, but has enough information to create a comprehensive picture of the idea being presented.

Below, I have made a draft layout for my Design Studio: Earth final presentation. It will be presented as two seperate A1 boards. Important information I wanted to include were context, exploration of three techtonics, element of clarity and chaos, and narrative and experience of my designed space.

My final layout should include more information to communicate the design more clearly as a whole instead of seperate parts, eg. less abstract sections, floor plans, perspective shots. I should also include more text to explain some of my diagrams and main concepts.

Presentation begins with MAIN CONCEPT and BIG IDEA and breaks up into smaller ideas through the presentation.

A section of the board is dedicated to showing NARRATIVE and USER EXPERIENCE of the space. Each perspective shot shows the journey one would take to and through the pavilion.

The design is FRAMED with two hero shots; the eye-level shot inside the pavilion at the beginning and the perspective section at the end. While the first image would show a person's experience of the space, the second would show the design more as a whole.

These main shots at the start and end would also guide the audience's first impression as their attention would start from top left to bottom right.

Site plan is included to show CONTEXT of pavilion. This plan is also important as it connects to my starting ideas of Chaos and Clarity.

These diagrams seperate the three zones of my design into axonometric drawings (alternatively floor plans) to give a better understanding of the spaces.

C3 | Selling Ideas WEEK 10 | VIDEO ESSAY

1

IMAGE LAYERS 2

1

2

3

4 2

1

3

4

2

1

4

4

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3 DoF

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2 IMAGE LAYERS: The first is the focus of the scene which is the statue, and the second is the sky and the buildings behind it.

2 IMAGE LAYERS: The first is the tram passing, the second is the shops behind it which is the focus.

IMAGE LAYERS seperates each layer in the scene to show the number of layers and what is in each of them.

Seperating each space layer gives a better idea of the composition of the scene and what elements are inside each shot.

At first I thought that in every image layer diagram, the focus is the first layer, however that's not always the case. Image layers only show the composition of different layers of space in each scene, not the focus.

3 IMAGE LAYERS: The first is the table, the second is the lounge space which is the main focus, the third is the outside space in the window.

3 IMAGE LAYERS: The first is the person who is going to open the pantry, the second is the kitchen bench, third is the pantry.

C3 | Selling Ideas WEEK 10 | VIDEO ESSAY

VIDEO ESSAY | day of filming The planning and the filming of the house has been completed successfully. We ended up going way over the time limit we said we'd stick to (1.5 hours), however the family was very kind and didn't mind. The daughter said it was okay to for her to be in the film, and she was the subject for the scenes where we wanted to show how a person would experience the space. We ended up taking extra shots because the weather conditions were different than when we first visited the house. Because of our limited time, we skipped scenes 1 to 8 and started on 9 which begins within the fence of the house. We also changed the order in which we filmed the scenes in terms of which part of the house it's shot in order to be more efficient. We would start with the scenes with the household's daughter so that we wouldn't have to keep calling her over, then we shot the scenes that were in the library, then the garden, then main area, then upstairs.

Argyle St re

et

105 Argy le Street

route 11

tram

105 Argyl

e Street

Brunswic

k Street

MAPPING LEGEND

Argyle St re

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105 Argy le street

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105 Argy

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105 Argy le Street

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up

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Lens

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camera annotation Space Layers -Video essay annotation_06 N

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SCENE 31

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referencePic -Video essay annotation_06 -crop/re-scale to fit

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time scale -crop and highlight correct scene

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Lens

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90째

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Diagonal

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3

Nr of Focus Points

Focus

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Backward Forward

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Diaphragm

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DoF Shallow Normal Deep

How Long

Nr of Focus Points

Focus

Nr of Changes

Fixed Chaging

Backward Forward

2VP

VP Outside Frame

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N

Space Layers

1 2 3 4 5 6

How Long

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Sub-human

human

Architectural

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Landscape

1.6m Tripod-Camera Movement

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Up

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Left

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Pan

Right Left

Tilt Down

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Diagonal

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How Long

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Up Down Diagonal

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North South West East

1VP

VP in Frame

VP Outside Frame

Clockwise Anti-Clockwise

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Deep

Forward Backward

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How Long

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Sub-human

human

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Landscape

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Out

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Clockwise Anti-Clockwise

Zoom

95째

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In

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Rotate

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VP Outside Frame

1 2 3 4 5 6

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Up

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How Long

0.5m

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SCENE 38

time scale -crop and highlight correct scene

time scale -crop and highlight correct scene

Image layers

referencePic -Video essay annotation_06 -crop/re-scale to fit

referencePic -Video essay annotation_06 -crop/re-scale to fit

camera annotation -Video essay annotation_06

camera annotation -Video essay annotation_06

90째

85째

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0.5m

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SCENE 39

time scale -crop and highlight correct scene

time scale -crop and highlight correct scene

Image layers

referencePic -Video essay annotation_06 -crop/re-scale to fit

referencePic -Video essay annotation_06 -crop/re-scale to fit

camera annotation -Video essay annotation_06

90째 0.5m

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camera annotation -Video essay annotation_06

95째 0.5m

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up

time scale -crop and highlight correct scene

referencePic -Video essay annotation_06 -crop/re-scale to fit

time scale -crop and highlight correct scene

camera annotation -Video essay annotation_06

camera annotation -Video essay annotation_06

85째

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time scale -crop and highlight correct scene

referencePic -Video essay annotation_06 -crop/re-scale to fit

camera annotation -Video essay annotation_06

90째

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up

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SCENE 4747 SCENE

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down

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105 Argyl e Street Argyle St re

et

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SCENE 51

VIDEO ESSAY | end result We compiled all of our work for the film plan together, and we ended up with 52 scenes in our film. Not many of us were familiar with how to use digital software like photoshop and illustrator, so a template was made in order to work faster. We each worked on different sections of the plan and compiled it together at the end.

Something we struggled with was that some of us weren't too familiar with digital software like illustrator and photoshop, however, we allocated roles so that we all worked on something we were familiar with so the work was done faster.

I think we could've improved on the way we mapped our camera location and movement. As we struggled to schedule meetings, we often had to work on things seperately. So a hard copy of the mapping was made before the digital one. Working on the digital plan in the first place would've saved time.

I think the end result communicates the details of our plan for the film clearly. We still have to film scenes 2 to 8 as well as the last time lapse of the facade, and edit the film.

SCENE 52

Conclusion LECTURES AND TUTORIALS The lectures and tutorials gave me a better understanding of what it means to be a designer and the different methods and processes involved in completing a design project from the conception of the idea to its presentation. Many of the skills learnt in Design Workshop carried into my other subjects, Digital Design and Fabrication and Design Studio: Earth, as both involved working through a brief.

JOURNAL AND HOMEWORK While I found the journal aspect tedious, it encouraged me to reflect on my thinking and find where I need improvement. For example, I discovered that I often don't communicate my ideas and thoughts clearly to others as my first lecture notes and reflections were confusing, therefore I've tried to improve it by taking notes first and going over it a second time to make it clearer.

The assigned homework introduced several new and interesting concepts. The use of different media, eg. readings, videos, drawing/diagram, combined with different activities, eg. drawing, storyboards, diagrams, made homework a little more interesting as it allowed us to apply the things we learnt.

VIDEO ESSAY When I took on the video essay project, I was afraid I would end up not doing well because it was extra work and less supervised, however, I took it on anyway because it seemed to be a really interesting oppurtunity. I was also very intrigued with the topic of film and architecture because filming architecture can convey spaces in a way that people would experience it.

I found that while it was extra work, it was easier in that I found it more interesting. There was more material that I wanted to write about in my journal. My group was also very motivated which kept me working just as hard, we all tried to incorporate suggested ideas and helped each other out.

While we encountered several setbacks, such as our fifth member dropping out and struggling to get permission to film, the filming and planning of the video essay was completed on time.

Some things that could be improved may be our time management skills. While the planning and filming was completed, we had to work harder nearing the end as we filmed the house a bit later than we intended. We have yet to film the scenes not inside the house, and we also have to edit.

However, I am satisfied with the end result of our video essay, and I learnt a lot more about filming techniques, the process of planning a film and how to portray architecture in film in a way that the audience can understand the spatial experience.