A
S T U D I O
R
ALGORITHMIC SKETCHBOOK MARIEL ANGELU ALMARIO REYNO 2015 | SEMESTER 1 FINNIAN WARNOCK
EXPLORATION 1
D U R I N G MY F I R S T T R I A L I ’ V E AT T E M P T E D TO M A K E A VA S E . I U S E D T H E CO D E ‘CURVES CONNECTED TO LOFT’ THAT RESULTED TO THE RIGHTSIDE EXAMPLES. H OW E V E R , I ’ V E E N CO U N T E R E D D I F F I C U LT I E S S I N C E I H AV E N T H A D T H E C H A N C E TO
EXPLORE
AND
GENERATE
DESIGNS
BEFORE
USING
ALGORITHMS.
I
H AV E
R E S O LV E D T H I S O B S T A C L E T H R O U G H T U T O R I A L V I D E O S A N D E X P E R I M E N T A T I O N . T H E LO F T B A S I C A L LY M A N DAT E S T H E F O R M AT I O N O F T H E D E S I G N . FIRST, YOU MUST FORM ANY LINE SEGMENTS SUCH AS STRAIGHT, CURVES OR E V E N G E O M E T RY, T H E N YO U M U S T E N CO D E TO G R A S S H O P P E R T H E C U R V E A N D LOFT
COMMAND.
UPON
CONNECTING
THE
TWO,
YOU
H AV E D
DEVELOPED
A
3 D F O R M E N T I T Y. CO N S E Q U E N T LY, YO U C A N M A N I P U L AT E T H E E L E M E N T I N TO DIFFERENT FORMS THROUGH THE USE OF LEVELING WHICH CAN BE ACHIEVED THROUGH
‘ G U M B A L L’
AND
BY
USING
THE
F10
COMMAND
VA R I O U S CO N T R O L P O I N T S O F T H E O B J E C T I H AV E C R E AT E D.
WHICH
OFFERS
LOFTING
EXPLORATION 2
O N T H I S TA S K W E W E R E A S K E D TO Y I E L D VA R I O U S I T E M S AT T H E E N D O F T H E E X TRUDING LINE SEGMNTS ALONG THE SURFACE OF OUR GEOME TRIES. FOR MY 2ND
SKETCHBOOK
SPHERE
AND
EXPERIMENTATION,
CONE.
I
P L AY E D
DIFFERENT PLANE LEVELS.
WITH
I
STARTED
THEIR
RAII
WITH AND
SIMPLE
GEOMETRIES-
EXECUTED
EACH
ON
EXTRUSION
EXPLORATION 3
EXPLORATION SURFACES. SURFACE
3
IS
H AV I N G
OF
THE
A
CONTINUATION
THESE
DESIGN.
EXRUSION THE
OF
POINTS
DISTANCE
THROUGH THE SDL LINE COMMAND
MY OF
STUDY
WE
ARE
THE
WITH S I M P LY
POINTS
IS
EXTRUSION
ON
DIVIDING
THE
MANIPULATED
EXTRUSION 2
EXPLORATION 4
EXPLORATION
4
IS
ALL
ABOUT
PRODUCING
A
2D
L- SYS T E M .
THIS
L- SYS T E M
ORIGINATES FROM A SINGLE LINE, AND IS THEN REPEATED DEPEDING ON THE NUMBER OF ITERATIONS. THE ENDPOINT OF SEGMENTS IS THE THE POINT
OF
BRANCHES LINE.
THE
SUCCEEDING
PRODUCED
BRANCHES.
DECREASES
AS
IT
MEANWHILE, FURTHER
THE
S T R AY
STARTING
LENGTH
FROM
THE
OF
THE
INITIAL
2D L-SYSTEM
EXPLORATION 5
E X P L O R A T I O N 5 R E V O LV E S O N G E O M E T R I E S . I N T H I S T R I A L I T R I E D T O B R E E D A
SINGULAR GEOMETRY TO A GROWING HEDRON. THIS EXPERIMENTATION IS
UNDER THE CATEGORY OF RECURSION, WITH CONDITIONS TO CONTROL THE RESULTING OUTPUT. FOR THIS TESTING I STARTED BY CREATING A GEOME TRY AND THEN SELECTING IT TO BE THE INITIATING BREP TO BE CONVERTED INTO A OVERLAPING HEDRON. THE BREP IS THEN DECONSTRUCTED AND IS PLUGGED WITH ‘LENGTHS’ TO MANIPULATE THE SIDES OF THE GEOMETRY AND ‘MERGE’ C O M P O N E N T T O S T I T C H T O G E T H E R T H E N E W S I D E S P R O D U C E D B Y T H E L O O P.
THIS
IS
ONE
DIFFERENT
OF
MY
SURFACE
IMPLEMENTATION.
FAVO R I T E DESIGN
GRASSHOPPER IDEAS
THAT
DEFITIONS
CAN
BE
FOR
DEVELOP
IT
GIVES
FOR
YOU
ACTUAL
SURFACE LOOPING
EXPLORATION 6
THIS
EXPLORATION
WA S
PRODUCED
THROUGH
DIVIDING
THE
SURFACE
WITH
A PICTURE INPUT. THE FIRST TWO PRODUCTS REPRESENT THE IMAGE OF THE UNIVERSIT Y OF MELBOURNE LOGO, WHILE THE SECOND TWO IMAGES EMBODIES AN IMAGE OF AN ELEPHANT.
PROCESS FOR ACHIEVEING THIS FORM: PICTURE IS PLUGGED - IN TO A BOUNDARY TO
BE
REMAPPED
AND
IS
INTERPRETED
BY
A
P O LYG O N
OR
ANY
PRIMITIVE
SHAPE. I N T H E U N I M E LB LOG O, CI RCLE WA S U SE D TO PRO D UCE T H E I M AGE A N D T R I A N G L E WA S A P P L I E D F O R T H E E L E P H A N T. T H E S I Z E O F T H E P O LYG O N CAN BE CONFIGURED FROM FINE TO COURSE.
EXPLORATION 7
EXPLORATION 7 IS ABOUT EXTRUDING GRIDS. IN THIS EXPERIMENTATION I TRIED U S I N G D I F F F E R E N T F O R M S A N D P U S H E D T H E VA L U E S TO T H E E X T R E M E , TO B E ABLE TO COME UP WITH STRUCTURE LIKE OUTPUTS. IT IS DEVELOPED FROM
A
RECTANGULAR GRID, AND IS THEN PLUGGED TO ‘CNR CIRCLE’ COMPONENTS WITH ITS RADIUS DIVED.
2
EXPLORATION 8
THIS TECHNIQUE IS CALLED VORONIO. IT IS GENERATED THROUGH PROVIDING A LARGE AMOUNT OF POINTS WITHIN A BOUNDARY THEN PUT TING THAT BOUNDARY I N TO VO R O N I O M O D E . T H I S A P P R OAC H I S V E RY U S E F U L F O R PA N E L I N G S A N D I S A E S T H E T I C A L LY A P P E A L I N G. I N T E R M S O F I T S P R O D U C T I O N I H A D A H A R D TIME DIVERSIFYING ITS COMPONENTS TO PRODUCE A DIFFERENT BOUNDARY BESIDES
A BOX TYPE.
EXPLORATION 9
I N T H I S S E S S I O N , I T R I E D TO PRO D U C E A 3 D L- SYS T E M U S I N G H O O P S N A K E . T H E S E L- S Y S T E M VA R I E D W I T H T H E N U M B E R O F P O I N T S A N D T H E N U M B E R O F LOO PS RE G I S T E RE D. T H E D I FFE RE N T APPE AR AN CE O F T H E BR ACH E S WA S M AD E POSSIBLE THROUGH THE MANIPUL ATION OF ANGLES. I PREFER USING HOOPSNAKE RATHER THAN ANEMONE WHEN DESIGNING COMPLICATED AESTHETICS BECAUSE IT GIVES ME MORE FREEDOM TO MANAGE AND DIRECT EACH POINT. HOWEVER, T H E D OW N S I D E O F T H I S I S T H AT I T I S N OT T H E K I N D O F D E S I G N T H AT YO U R E A L LY U S E F O R CO N S T R U C T I O N , I T I S O N LY G O O D F O R E N T I C I N G D E S I G N CO N C E P T S .
1
3D L-SYSTEM
2
EXPLORATION 10
TO MY
FURTHER
L- SYS T E M
COMPONENTS.
ENHANCE CURVY THIS
MY
RATHER WA S
DESIGN THAN
AT TAINED
PROPOSAL, STICKING
USING
THE
TO
I
VENTURED THE
SAME
IN
TYPICAL
RECURSION
MAKING STRAIGHT USED
IN
EXPLORATION 9 WITH THE PLUG - IN- HOOPSNAKE. ANY INPUT WILL PRODUCE A C U R V I L I N E A R D E S I G N . CO M PA R E D TO T H E P R I O R L- S Y S T E M D E F I N I T I O N , T H E S T E M S O F T H I S L- SYS T E M I S R A N D O M I Z E D I N L E N GT H A N D A N G L E .
CURVED L-SYSTEM