Rashi Tulshyan, Portfolio Strategies by Robert Rabinovitz

rashi tulshyan parsons the new school for design

bachelors of business administration

design and management

may 2011

design and management portfolio 2011

competencies

detail-oriented research

internship: D&G USA PR internship: Prada USA PR i.b. visual arts

time management

modern art history of women artists modern american films

design

small fashion businesses

design 1 design 2 design 3 design 4

microeconomics perspectives in ancient art history fashion history business law

evaluate departmental seminar 3

presentation

communication

design development

business ethics

sociology of sexuality

strategic management

managing creative projects

financial management social thought

leadership

delegate departmental seminar 4: sustainibility

design research methods

research

design development fashion history financial management modern american cinematography perspectives in art history

spread knowledge design development cover page and final logo

The project ‘Spread Knowledge’ was initiated from the devastating earthquake which occured in Haiti in 2009. After which, in groups of 3 students including myself, our mission was to develop a solution to some aspect of the problem that this devastation left behind. The project followed the six design process steps inspired by the book ‘Universal Traveler’ which helps not only develop but deliver a solution. It allowed us to understand the situation before proposing a solution. The eventual solution our team built was an exchange social service project which would be held between Haiti and students who participate in a high school education program called International Baccalaureate.

Each step of the process is clearly illustrated in the final product, which evolved into a book, and described our journey through the project. The solution is built on a realistic model which the team saw as being potentially put into action in the future. The primary role which I took on in this project was as a leader to help ensure decisions and tasks were carried out to perfection and in a timely manner. As a successful team we were able to deliver and present a project proposal at the Red Cross Association of Greater New York.

parsons the new school for design

design and management

spring 2010

p ro f e s s o r ro b e r t r a b i n ov i t z

spread knowledge design development project overview and contents page with steps of the design process

the earthquake

overview Phase 1: Accept Situation - The Earthquake - Haiti vs. Chile

Phase 2: Analyse - Facts on Haiti - Port-au-Prince - 36 seconds later - Effects of the Earthquake - Statistics

Phase 3: Define

- Brainstorming - The Three Ideas

Idea 1: Food + Agriculture Idea 2: Self Resiliency Idea 3: Education - Brainstorm of Ideas

THE EARTHQUAKE STRUCK ON JANUARY 12, 2010 AT 4:53 P.M. AT MAGNITUDE 7.0 BETWEEN 100,000 AND 200,000 DEAD AFTER EARTHQUAKE 3,000,000 PEOPLE IN NEED OF EMERGENCY AID AFTER MAJOR EARTHQUAKE HAITI HAS NO REAL CONSTRUCTION STANDARDS

Phase 4: Ideate - Select Choosing education

History Haiti had a poor education system before the earthquake. The majority of teachers did not have a teacher training certificate. Over 50% of it’s population is school age, yet over half of the population is illiterate, because a large number of families cannot afford the cost of education. Therefor only 60% of Haiti’s children received a basic education, and 80% of those attended private schools because public education was extremly limited. There was a 65% drop out rate in elementary education alone.

280,000 BUILDINGS DESTROYED STRONGEST EARTHQUAKE IN HAITI SINCE 1770 168 HR. BEFORE HAITIS PRESIDENT MADE FIRST POST-EARTHQUAKE ADDRESS

- Current Solutions in Haiti - Barefoot foundation - What they do - Unicef - What they do - Haiti Enrichment Found. - What they do - Logo Development - Logo Ideas - Corporate Identity - Prototype 1: Visual Cards - Prototype 2: Business Plan - Prototype 3: IB CAS

phase 1: accepting the situation

phase 3: define

phase 4: ideate

Agwe Petit-Frere

food & agriculture

self resiliency

education

Phase 5: Select

- What is IB - What is CAS and how does it work - Why we selected it - Examples of current programs - IB student Personas - Haiti Children Personas

phase 5: select

- Short / Long Term solutions - Long Term Goal

design and management

short / long term solution: website

personas: haitian children

Age: 14 years old Siblings: Agwe has three sisters and two brothers,she is the oldest child. Parents Occupation: Her father is a mechanic and her mom sells food on the street. Typical day: When Agwe comes home from school she helps her mom wash clothes to make money. Her future: Agwe wants to be a nurse but will have to work before going to university so she can pay for it.

spring 2010

p ro f e s s o r ro b e r t r a b i n ov i t z

The Earthquake “ What we have seen is the total collase of “The priority now is to somehow get classes going again” Joel Jean Pierre says “ the Haitian education system” Joel Jean-Pierre (Minister of education) I don’t know how perhaps in tents or the open air.” About half the Nations 15,000 primary schools and 1,500 secondary school were completly destroyed in the quake, meaning that around 2 million children are being deprived of their right to education The 3 major universities in Port-au-Prince were fully destroyed, school was in session at the time of the earthquak and many people died inside. .

Through blogs, pictures, and videos, family, friends, and students can share with each other and begin to understand the Spread Knowledge experience in Haiti.

“I WANT TO BE ABLE TO MAKE MY FAMILY PROUD AND FEED MY BROTHERS AND SISTERS”

Phase 6: Implement

parsons the new school for design

idea 3 : education

effects of the earthquake

Through blogs, pictures, and videos, family, friends, and students can share with each other and begin to understand the Spread Knowledge experience in Haiti.

phase 6: implement

spread knowledge design development phase 1: accepting the situation

haiti vs chile The first phase of the project involved accepting the fast facts about the situation. This was the starting point of the design process. This section of the project demonstrates the research skills necessary in finding reliable sources. It was also the starting point of the team collaborative process which developed our roles within the group for the remaining semester.

the earthquake Haiti Chile magnitude 7.0 magnitude 8.8 number of death: 200,000+ number of death: 795

THE EARTHQUAKE STRUCK ON JANUARY 12, 2010 AT 4:53 P.M. AT MAGNITUDE 7.0

number of buildings destroy: 280,000 number of buildings destroy: 500 000

BETWEEN 100,000 AND 200,000 DEAD AFTER EARTHQUAKE

number of news articles withing first 48 number of news articles within first 48 hours of earthquake: 2596 hours of earthquake: 400

3,000,000 PEOPLE IN NEED OF EMERGENCY AID AFTER MAJOR EARTHQUAKE HAITI HAS NO REAL CONSTRUCTION STANDARDS

pace of world vision US aid: pace of world vision US aid: 3,9 million in first 48 hours 220 000 in first 48 hours

280,000 BUILDINGS DESTROYED STRONGEST EARTHQUAKE IN HAITI SINCE 1770

population: 9 million population 16 million

168 HR. BEFORE HAITIS PRESIDENT MADE FIRST POST-EARTHQUAKE ADDRESS

percentage of population below poverty percentage of population below poverty line 80% line 18.2%

phase 1: accepting the situation

hours before country accepted foreign hours before country accepted foreign assitance: 0 assitance: 48

phase 1: accepting the situation

parsons the new school for design

design and management

spring 2010

p ro f e s s o r ro b e r t r a b i n ov i t z

spread knowledge design development phase 2: analyse

port-au-prince This phase of the project was research intensive, where we researched and dealt with the facts of the situation. The severity of this devastation was understood through facts and images. It was important to be able to anyalze the situation by looking into Haiti both before and after the earthquake. This phase allowed our group to comprehend and grasp the larger picture before we could begin to propose our solution

Port-au-Prince is the Capital of Haiti, and was founded in 1742 during the French rule. The city was named after a french ship.

haiti’s capital

statistics

36 seconds later...

source: www.good.is

phase 2: analyse

parsons the new school for design

design and management

Port-au-Prince grew rapidly during the 19th century, with expansion occasionally halted by periodic fires. The poor resided in the marsh areas, north of the city, which spawned the city’s “shanty towns” The rich have largely retreated to upscale suburbs, while the poorest areas have proved the breeding grount for both popular political movements.

phase 2: analyse

spring 2010

p ro f e s s o r ro b e r t r a b i n ov i t z

phase 2: analyse

The 20th century saw a push for modernaization. The US occupation of 1915 improved the city’s infrastructure and hygien through its drain-building program. The presence of UN troops, while not without cotroversy, has at least brought a semblance of order back to the streets.

spread knowledge design development phase 3: define

The defining phase was the most collaborative process of the project, where our team of 3 had to brainstorm and attempt to define the problems and potential solutions. I took on a leadership role at this point in the team, as regular meetings and a mediator to allow ideas to stay on track was important. This challenging process meant balancing everyone’s ideas, and allowing each member a fair input into the brainstorming.

brainstorming of ideas I took charge at this stage by suggesting each member does individual brainstorms and as a team we see the areas that overlap. Furthermore, the brainstorm was done through images and sketches so that each member was able to clearly communicate their idea. This process needed to be successful in order for the next phase to work- and indeed it was, with over 20 pages of brainstorm maps, we managed to find several ideas that enthused the entire team.

idea 3 : education

phase 3: define

parsons the new school for design

design and management

spring 2010

p ro f e s s o r ro b e r t r a b i n ov i t z

spread knowledge design development phase 4: ideate

After defining the area which we wanted to focus on- education- the ideate phase was the most creative process of the project. Our group started by looking at other education initiatives which were put into action in Haiti shortly after the earthquake, identifying what were the pros and cons of that model. Here we found 3 organizations that had looked into short-term and immediate help solutions through setting up temporary classrooms.

design direction : cas program This gave us direction to focus on a longterm solution, and to further develop our initial idea of a long-term education based solution, we needed a logo and team name. A team member and myself developed the logo together through sketches and then digital media. I suggested the final idea of using the CAS program and designed the system map (displayed opposite) in order for our team to visualize the overall idea.

The Spread Knowledge Foundation will enable students involved in the IB program to travel to Haiti in order to connect with the Haitian children in need. The students will be envolved in programs that help rebuild houses, teach young Haitian children, play sports and do Art together.

haiti enrichment foundation

logo ideas

The idea is based on international togetherness in order to overcome disasters

initial concept 2: fellowship program

It will be organized through the Spread Knoweledge foundation in collabartion with the IB schools CAS coordinator.

phase 4: ideate phase 4: ideate

parsons the new school for design

design and management

phase 4: ideate

spring 2010

p ro f e s s o r ro b e r t r a b i n ov i t z

spread knowledge design development phase 5: select

what is ib?

The CAS high school program idea was the idea our group agreed on, and after in-depth researched, we realized that such a model had not yet been proposed and had great potential to work. To better understand how this high school program works and the way in which it would apply to Haiti, we developed personas and attempted to visualise this solution in a real-world perspective.

THE IB WORKS WITH 2,858 SCHOOLS IN 138 COUNTRIES 2 YEAR PROGRAM; STUDENTS AGED 16 TO 18 YEARS OLD APPROXIMATELY 791,000 STUDENTS

phase 5: select

personas: haitian children

what is cas and how does it work?

Henrick Pierre During their last two years in the IB program, students have to fulfill 150 Creativity, Action and Service (CAS) hours. CAS requires that students actively learn from the experience of doing real tasks beyond the classroom. Students cancombine all three components or do activities related to each one of them separately. Each school appoints a CAS supervisor who is responsible for providing a varied choice of activities for students. Programmes are monitored by IB A system of self-evaluation encourages students to reflect on the benefits of CAS participation to themselves and to others, and to evaluate the understanding and insights acquired.

“I NEED TO MAKE MORE MONEY AND SUPPORT MY FAMILY”

Creativity (50 hours)

is interpreted broadly to include a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects.

Action (50 hours)

can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects.

phase 5: select

parsons the new school for design

design and management

Age: 18 years old Siblings: Henrick has been supporting his three younger brothers since their mother died six years ago. Parents occupation: His father left when he was a child. His occupation: Henrick works two jobs. Henrick wants to be an engineer so graduating high school is his only hope for a future, but he doesn’t know if he can afford university. Typical day: He is determined to find a way. He loves his brothers but often feels overwhelmed with all the pressure and has little time to hang out with friends. Some days he doesn’t eat so his brothers have enough food. Future: He is always worrying about the future.

Service (50 Hours)

encompasses a host of community and social service activities. Some examples include helping children with special needs, visiting hospitals and working with refugees or homeless people.

phase 5: select

spring 2010

p ro f e s s o r ro b e r t r a b i n ov i t z

The IB Diploma Programme is designed as an academically challenging and balanced highschool programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world’s leading universities. It aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peacefull world through intercultural understanding and respect. Encouraging students across the world to become, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The IB works with 2,858 schools in 138 countries to offer the IB programme to approximately 791,000 students.

spread knowledge design development phase 6: implement

short / long term solution: website

The implement phase required our to develop the practical solutions to the problem we had initially identified. After analysing there was a gap in the long-term solutions for Haiti postearthquake, our team found a solution that would counter this. By the implement phase we developed through creative/visual means and business models, the way in which this solution would be implemented.

I developed and designed the brochure, attempting to use simple but visuals that would communicate the message immediately. Our team developed a final system map which summarized the way in which our project would work and gave us a visual understanding of the final solution.

short / long term solution: t-shirt design Spread Knowledge designs t-shirts for students

Ability for students to participate i n design competition

Get them printed on o rganic cotton with a company that uses f air trade policies

T-shirt stall at I.B. information fair by ‘ Spread Knowledge’

$10- t o RED CROSS f or current e fforts $15- t o Spread K nowledge foundation

On the creativity section of the website, users can see examples and pictures of previous and current projects that fulfill creativity hours. This allows users to see what they can participate in when they arrive in Haiti.

short / long term solution: brochure

HIGH SCHOO L PROGRAM DUR ATION 2 YEARS

Money collected for the long-term solution of send ing students to Haiti

6 Courses

CAS

Math Science Languages Humanities

50 Creativity hours 50 Action hours 50 Service hours

TOK

Theory of Knowledge Essay Presentation

EXTENDED ESS AY

4000 word essay on topic of your choice

2858 IB SCHOOLS IN 138 COUNTRIES 791,000 STUDENTS AGED 16 -19 YEARS

= $25 per t-shirt

spread kn owledge rebuilding haiti

SA VE A LIF E MAKE A LIFE

hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait hait ihait ihait ihait ihait ihait ihait ihait ihait

S AVE A LIFE

haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait haitihaitihaitihaitihaitihaitihaitihaitihait

Short / Long Term

Long Term

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Sp read Kn owledge is a non p rofit

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orgnization dedica ted to rebuilding Haiti s education sys tem by b ringing In ternational Baccalau rea te students to ful fill their C AS hours

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whe re they can ma ke a di fference - in Haiti. W e strive to inspi re Haitian children s desi re to lea rn, p rovide them wi th a s table e nvironment, and help build a foundation for the futu re.

Fundraising T-Shirt Design Contest Sold for $25 $10: RedCross current e fforts $15: Spread Knowledge

English (US)

Espa ol

Fran ais (FR)

Deutsch

Italiano

日本語

中文(体) >>

Fundraising T-Shirt Design Contest Sold for $25 $10: RedCross current e fforts $15: Spread Knowledge

Creativity

Action

Service

PURPOSE STUDENT CAN SHARE THE EXPERIENCES THE Y COLLECTED IN HAITI WITH FELLOW STUDENTS

phase 6: implement

parsons the new school for design

Short / Long Term

Short /Long Term

design and management

50 HOURS Theatre Arts, Arts, Sculpture, Drawing etc. Programs can help IB students with their subjects.

50 HOURS Students play sports with Haitian children. Football, Rugb y, Badminton, Mara thons etc.

50 HOURS

CAS FULFILLED. HAITI HELPED. KNOWLEDGE SPREAD.

Teaching, Rebuild ing, Sharing experi ences to promote International togeth erness

phase 6: implement

spring 2010

p ro f e s s o r ro b e r t r a b i n ov i t z

bonnie and clyde modern american films shot analysis for final paper

The shot analysis and diagnosis for the final paper required immense research skills and being highly detail oriented in order to dissect and understand the directors vision. For a 3 minute shot sequence in the movie ‘Bonnie and Clyde’, I identified a crucial scene and attempted to breakdown each shot into the way and reason as to why it was shot in a particular manner, an example follows:

This process of shot breakdown developed my research skills in terms of indepth understanding into one aspect of cinematography. I was constantly evaluating and ensuring my argument was cohesive.

MCU with the perspective OTS of Bonnie’s mother (1:12:20) - Clyde tries to convince Bonnie’s mother not to be scared, because they want them to look big when they “catch [them]”. Penn chooses an OTS because it is more important for the audience to notice the contrast of Clyde’s excitement and Bonnie being childishly convinced by him, at least initially.

parsons the new school for design

design and management

summer 2010

p ro f e s s o r k i m

lvmh financial case study financial management final research presentation

REWARDS

LVMH

The final research project was done in teams of 5, where we researched into the luxury goods company LVMH and analysed their financial statements. Through a presentation with visuals and calculations, we were able to determine the financial health of the company, look into its competitors and make suggestions on how it should continue its financial growth. A

Cash Flow Projections

2 3 4 5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 22

Inflow Sales (A/R) Collected 10% paid in 10 days Lagged: 3months (75%) Lagged:4month (12%) Total Inflow Outflow Purchases Salaries Wages Direct Factory Admin Exp Selling Expenses Lease Payment Tax Payment Interest Payment Total Outflow Net Cash Flow

March

April

May

-Diverse portfolio = Less risks - High leverage while bargaining with suppliers as a group F

June

July

August

Sept

11,226 0 0 11,226 35,922 4,200 21,890 5,500 0 8,756 0 0 7,917 84,185 (72,959)

14,870 0 0 14,870 47,584 4,200 28,997 7,286 0 11,599 0 0 7,917 107,582 (92,712)

16,580 0 0 16,580 53,056 4,200 32,331 8,124 0 12,932 0 0 7,917 118,561 (101,981)

18,360 84,191 0 102,551 58,752 4,200 35,802 8,996 11,000 14,321 0 0 7,917 140,988 (38,437)

20,400 111,525 13,471 145,396 65,280 4,200 39,780 9,996 11,500 15,912 19,000 0 7,917 173,585 (28,189)

22,300 124,350 17,844 164,494 71,360 4,200 43,485 10,927 12,000 17,394 0 0 7,917 167,283 (2,789)

24,000 137,700 19,896 181,596 76,800 4,200 46,800 11,760 12,500 18,720 0 19,800 7,917 198,497 (16,901)

30 31 32 33 34 35 36 37 38

5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 22

April

May

June

July

August

Sept

Inflow Sales (A/R) Collected 10% paid in 10 days Lagged: 3months (75%) Lagged:4month (12%) Total Inflow Outflow =+A30 =+A31 =+A32 =+A33 =+A34 =+A35 =+A37 =+A38 Interest Payment Total Outflow Net Cash Flow

=PRODUCT(B41,$B43) =PRODUCT(C41,$B43) 0 0 0 0 =SUM(B5+B6+B7) =SUM(C5+C6+C7)

=PRODUCT(D41,$B43) 0 0 =SUM(D5+D6+D7)

=PRODUCT(E41,$B43) =PRODUCT(F41,$B43) =PRODUCT(B41,$C43) =PRODUCT(C41,$C43) 0 =PRODUCT(B41,$D43) =SUM(E5+E6+E7) =SUM(F5+F6+F7)

=PRODUCT(G41,$B43) =PRODUCT(D41,$C43) =PRODUCT(C41,$D43) =SUM(G5+G6+G7)

=PRODUCT(H41,$B43) =PRODUCT(E41,$C43) =PRODUCT(D41,$D43) =SUM(H5+H6+H7)

=PRODUCT(B41,$B30) =PRODUCT(C41,$B30) 4200 4200 =PRODUCT(B41,$B32) =PRODUCT(C41,$B32) =PRODUCT(B41,$B33) =PRODUCT(C41,$B33) 0 0 =PRODUCT(B41,$B35) =PRODUCT(C41,$B35) 0 0 0 0 7917 7917 =SUM(B11:B19) =SUM(C11:C19) =SUM(B8-B20) =SUM(C8-C20)

=PRODUCT(D41,$B30) 4200 =PRODUCT(D41,$B32) =PRODUCT(D41,$B33) 0 =PRODUCT(D41,$B35) 0 0 7917 =SUM(D11:D19) =SUM(D8-D20)

=PRODUCT(E41,$B30) =PRODUCT(F41,$B30) 4200 4200 =PRODUCT(E41,$B32) =PRODUCT(F41,$B32) =PRODUCT(E41,$B33) =PRODUCT(F41,$B33) =B34 =SUM(B34+D34) =PRODUCT(E41,$B35) =PRODUCT(F41,$B35) 0 19000 0 0 7917 7917 =SUM(E11:E19) =SUM(F11:F19) =SUM(E8-E20) =SUM(F8-F20)

=PRODUCT(G41,$B30) 4200 =PRODUCT(G41,$B32) =PRODUCT(G41,$B33) =SUM(F15+D34) =PRODUCT(G41,$B35) 0 0 7917 =SUM(G11:G19) =SUM(G8-G20)

=PRODUCT(H41,$B30) 4200 =PRODUCT(H41,$B32) =PRODUCT(H41,$B33) =SUM(G15+D34) =PRODUCT(H41,$B35) 0 19800 7917 =SUM(H11:H19) =SUM(H8-H20)

32% 4,200 19.5% 5% 11,000 8% 7,917 19,000 19,800

of sales per month of sales of sales June, plus of sales every month July only September only

28 30

Assumptions Purchases Salaries Wages Direct Factory Admin Exp Selling Expenses Interest Payment Lease Payment Tax Payment

31 32

0.32 4200 0.195 0.049 11000 0.078 7917 19000 19800

500 increase per month

34 35 36

500

increase per month

37 38

Sales Invoiced

112255

% of Sales collected

0.1

of sales per month of sales of sales June, plus of sales every month July only September only

Sales Invoiced

42 43

March

Assumptions Purchases Salaries Wages Direct Factory Admin Exp Selling Expenses Interest Payment Lease Payment Tax Payment

39 41

Cash Flow Projections

2 3

23 28

% of Sales collected

March 112,255 same month 10%

April 148,700 3rd month 75%

May 165,800 4th month 12%

June 183,600

parsons the new school for design

July 204,000

August 223,000

Sept 240,000

March

40 41 42 43

same month

April 148700 0.75

3rd month

May 165800

4th month

June 183600

July 204000

August 223000

Sept 240000

0.12

design and management

fall 2010

p ro f e s s o r c a ro l ov e r by

- Create Synergy --> Loeweâ&#x20AC;&#x2122;s presencen thanks to Louis Vuitton -61% Stake of DSF --> Global Recognition

Revenue Break-down Leather goods and fashion 27% Champagne, wines and spirits 26% Perfumes and cosmetics 20% Selective Retailing 25%

a history of the white wedding dress fashion history final presentation

The white wedding dress seemed to be a timeless and somewhat eternal item of fashion, thus I was curious about the evolution of this piece of clothing. The final presentation and 10 page paper in Fashion History was in intense research based project which equipped me with skills of source and information recognition. After forming a cohesive research paper about the evolution of the white wedding dress, I chose to make a simple presentation which was visual based.

What do you think of when you hear about a ‘traditional white wedding gown’?

1980s- The Fairy-tale dress 

   



http://www.youtube.com/watch?v=TQTe47cR-Ws

The Flapper Dress

This presentation enabled to display my communication skills, and I used visuals and videos to better engage my audience. Through a question and answer session at the end, I was able to ensure that the audience fully understood this evolution in fashion history.

parsons the new school for design

The identifiable features of 1930

But most women still dream of this sensual mix of traditional and modern

A quick color chart Until 1700

17001840

1900s onwards

design and management

spring 2009

p ro f e s s o r j e s s i c a g l a s s c o c k

the shunga empire perspectives in world art history final critique paper

This research paper equipped me with critique skills as I carefully analysed the art piece on display at the Metropolitan Museum of Art, New York. I chose an empire which was briefly studied in class but was interested in doing more individual research into this. I used literary resources and other similar art pieces on display to attempt to develop a meaning to this piece of art.

parsons the new school for design

design and management

fall 2008

p ro f e s s o r ro b e r t b u n k i n

Name: Pot Country: India Time Period: Shunga Empire Date: ca. 1st century B.C. Medium: Ceramic Current location of work: The Metropolitan Museum of Art, New York City, United States Accession Number: 2003.588

design

design 1 design 2 design 3 design 4 personal design work

gestalt principles in pattern making design 1 redesigning from an existing logo

An existing black and white logo was distributed in class, where it was traced and transferred to digital means. Using Adobe Illustrator, I sliced the logo into small, random pieces and rearranged it in order to create 4 new logo designs. Each design explored a different gestalt principle, for example, one was focused on showing closure whilst the other was trying to display similarity. After choosing one of the four logos as my final, I had to choose 5 pieces of the new logo and rearrange them to make a new pattern. Through assembling and de-assembling the 5 chosen pieces, I developed a final design which embodied more organic forms within edges that were sharp. This was repeated in a circle space, and size, direction and spacing was changed in order to create this final design. It was translated and printed onto a plastic plate, essentially creating a whole new pattern using an existing one.

parsons the new school for design

design and management

fall 2008

p ro f e s s o r r u t h l i b e r m a n

typography

cap height

e VtA e g l na

design 2 understanding the vocabulary of type through visual language

termi

The introduction of typography was a crucial part in understanding presentation and development on visual language. The entire semester was spent looking into the effects of different typography and the elements which make up the body of each typeface. This project was an introduction to understanding the vocabulary used to describe typography, which was also differentiates different typefaces from eacha other.

cross bar

stem

p ro f e s s o r s i d n e y b l a n k

baseline

spine

spring 2009

bowl

ascender

serif

design and management

bl e x-height

descend

The simple shades of purple help to highlight the areas which the word pertains to. The use of size and direction using type allowed me to make an image using type. The placement of each letter also demonstrates the way a word reads differently depending on the typography used.

parsons the new school for design

counter

luxe food guide design 3 luxury food booklet pages

The most expensive trufﬂes... Spend it on these trufﬂes

Italian Alba White Truffle

LUXE CAVIAR

The luxurious world of caviar

LUXE

Aristotle described this delicacy as the eggs of the sturgeon, heralded into banquets amongst trumpets and ﬂowers. But it was Russia and the Russian Tsars that catapulted caviar into the world of utter luxury.

TRUFFLES

1.51 kg is USD$160,406

Trufﬂe has been known and appreciated since ancient times. Egyptians cooked it covered with goose fat. Ancient Greeks and Romans were of the opinion that trufﬂe has therapeutic and aphrodisiac properties.

Piedmont TruffleWhite Truffle from AlbaItalian White Truffle

Winter White Truffle

Tuber Magnatum Pico)

October – end of December

Perigord TruffleThe Black Diamond of ProvenceTarfutti Bianco

Winter Black Truffle

Tuber Melanosporum Vitt

December - mid March

Truffe de la St. Jean

Summer Black Truffle

Tuber Aestivum

August

USD$2200 for 1kg USD$1000 for 1kg USD$1500 for 1kg

parsons the new school for design

The golden roe of the Sterlet sturgeon - now over ﬁshed to the point of near extinction- produced what would become the “imperial” caviar, the most delicate and coveted type of caviar available.

Fish eggs become caivar

In the Middle Ages it was common to think that truffles come from the devil - that’s how they fell into oblivion.he practice of using pigs with the sense of smell necessary for finding truffles was common in 17 century.

The history behind the most luxurious ingredient the truth behind caviar tasting so good...

As time progressed, gourmet caviar spread to all countries across Europe, and was prized by nearly every culture.

design and management

fall 2009

p ro f e s s o r s i d n e y b l a n k

When eating caviar- it should only be done the right way

The luxurious world of trufﬂes...

The pleasure of eating caviar is its burst of flavour an expensive taste is worth it if you know how to eat it- and with what

The semester topic was food and this project looked into layout design. Using Adobe InDesign, through research and visual language development I created luxury food guides. The idea was a spin off Luxe Travel Guides, and each ‘luxury’ food item was given its own booklet cover and design inside. For example, the Luxe Caviar Guide told the audience about its history, etiquette when eating it, where it is found and pricing.

When eating caviar- it should only be done the right way

To preserve the full ﬂavor of caviar, scoop it out using mother-of-pearl utensils, and never use a metallic spoon metal oxidizes the eggs. If necessary use a wood or plastic spoon. Don’t mush caviar up while you’re serving yourself or other, lift the spoon carefully. Caviar should be scooped from the container vertically from top to bottom to avoid crushing the egg. When served caviar as an hors d'oeuvre, no matter how much you might be tempted by its luscious ﬂavor. It's considered bad taste to eat more than an ample serving of about two ounces, or about two spoonfuls.

information mapping

INDIA

MARRIED

design 4 culture and its affect on parents marital status

SINGLE / WIDOWED INDONESIA

JAPAN

SOUTH KOREA

HONG KONG

Information mapping was the key focus of this design class, with emphasis on how to effectively and clearly translate data into visuals. The data collected was from student participants, it was then compiled into a comprehensive Excel document to be interpreted. Here I look at the correlation between nationality/culture and the marital status of the individuals parents. The data revealed majority of the participants asked had parents that were still married, and the data map also reveals that majority of the students asked were from America.

SINGAPORE

SWEDEN

HONDURAS

MEXICO

UNITED STATES OF AMERICA

The map was divided into a simple blue colour scheme so as not to distract from the important visuals, and the symbol of the ribbon shows the joining of two people. This particular information map was successful in showing the various cultures of the student body asked, and also in showing the overall trend that majority of those asked had parents who were married.

parsons the new school for design

SEPARATED

PARENTS MARITAL STATUS AND THE INFLUENCE OF CULTURE

CANADA

design and management

spring 2010

p ro f e s s o r a n d r e w ro b i n s o n

DIVORCED

information mapping

Ethnicity drives our choices

design 4 displaying variables using hierarchy

This information attempts to display various types of data within the same visual space in a way that is easy to understand and aesthetically pleasing. The data displayed here looks at the correlation between ethnicity, smoking/ nonsmoking habits, marital status and choice of favourite beverage. It becomes evident from the map that majority of the participants do not smoke, and those who do not smoke prefer water as their beverage choice- in contrast with smokers who prefer both water and alcoholic beverages equally.

asian

dating

The map also reveals that a large number of those who are in relationships are also nonsmokers, and all participants in relationships are female. The symbols used in the information map posed as a challenge because I wanted to stay away from any offensive stereotypes, however, the overall effect has a casual cartoon-like visual stereotype. It was important to maintain the same visual aesthetic to each symbol, hence I chose using thick black lines to make all of them cohesive . parsons the new school for design

african

hispanic

caucasian

arab

caucasian asian

design and management

spring 2010

p ro f e s s o r a n d r e w ro b i n s o n

colour story personal design work image and colour layering

The idea of capturing colours through digital media has always intrigued me, and after being introduced to Adobe Suite I wanted to further explore this. I used Adobe Photoshop to translate an image into layers of colours, the program shows the complexity of colours that make up a single image. After this, I used Adobe Illustrator to re-draw each colour block separately, and finally re-layered it to create the completed image before. This personal project demonstrates my interest in being detailoriented, and my passion for design.

parsons the new school for design

design and management

summer 2010

personal ar twork

art

buddha and kali dancing in the rain eight beats of dance taking the first step life sketching the nude stripping of culture flower of life

buddha and kali visual arts higher level

This piece was inspired from the multicultural society in Singapore, where many different religions coexist in harmony. Every religious festival is celebrated in Singapore- and in particular Hinduism and Buddhism work in harmony. This piece symbolizes the key philosophy of both religions which is good and bad exist within every individual, and they must create a balance to be good human beings. The symbolic half faces show that the two sides of good and evil are equally present in humans. I used the peaceful Buddha on one side to work in direct contrast to the fierce face of Goddess Kali. Both Gods are important in their respective religions, and the colour scheme is indicative of the emotion associated to it. With the calm, cool Buddha comes the reminder of being ‘good’- whilst the fierce, passionate and angry face of Kali serves a reminder to accept the ‘bad’ in us.

u n i t e d wo r l d c o l l e g e o f s o u t h e a s t a s i a

v i s u a l a r t s h i g h e r l ev e l

2006-2008

p ro f e s s o r j o h n w i d d e r

a c r y l i c o n c a nv a s a n d t i s s u e

4 5 x 8 0 c m o n 2 b o a r d s

completed in December 2006

dancing in the rain visual arts higher level

The beauty of dancers has always intrigued me, and Degas was the starting point of my research and exploration into dancers. For this piece I focused exclusively on their feet, since this is the most important guiding factor. I looked into the struggles of a dancer; as they often dance their pain away, there is a part of them that is freed from their past. Each time the dancer takes another step forward, she progresses and becomes a better dancerleaving behind the struggles of her past. Thus the dancers body is mystical, her feet and skirt are washing away with the quick movements of her dance. The rainbow colours used across the three boards keep them connected, and remind the viewer that the dancer is moving forward into a brighter future, while leaving behind her difficult past.

u n i t e d wo r l d c o l l e g e o f s o u t h e a s t a s i a

v i s u a l a r t s h i g h e r l ev e l

2006-2008

p ro f e s s o r j o h n w i d d e r

w a t e rc o l o u r o n c a nv a s

2 5 x 5 5 o n 3 b o a r d s

c o m p l e t e d i n M a rc h 2 0 0 8

eight beats of dance visual arts higher level

The further exploration into dancers led me to observe and want to capture the movement of a dancer. I wanted to explore with the freedom of brush strokes and the way in which colours blend seamless into each other. I again kept the colour palette close to Degas pieces which are heavily focus on soft pinks, browns and neutral shades. The dancers body and position are almost unnoticeable until a second glance where her form begins to take its own shape. I wanted to contrast the strokes of her skirt against the horizontal strokes of the rest of the painting, to highlight the distinct movement of the ballerinas tulle skirt. The flower symbolizes the eight steps that every dancer counts in a song, and follows in order to be in tune with the music. The flower was my own design which shows a bud growing and petals around it wilting- which embodies every moment in our life, where a part of us flourishes and another part of our past fades away.

u n i t e d wo r l d c o l l e g e o f s o u t h e a s t a s i a

v i s u a l a r t s h i g h e r l ev e l

2006-2008

p ro f e s s o r j o h n w i d d e r

a c r y l i c a n d p e n o n c a nv a s

9 0 x 1 3 0 c m

completed in Januar y 2008

taking the first step visual arts higher level

This mixed media exploration of dance was my vision to attempt to bring the dancer to life through photography. Each photo was taken in sequence to show the movements of the dancer, and then were Photoshopped in order to create saturated and different coloured effects. The size of the photographs was also played around with, and some were enlarged whilst other were kept small to heighten the feeling of movement. The background represents the similar emotions as the other pieces, of going from a sense of lightness to the darkness. As a dancer moves forward and away from her part, she also gets absorbed in a different world where there is a different light. In this piece, the dancer has moved from light to dark as she dances into the world of realities.

u n i t e d wo r l d c o l l e g e o f s o u t h e a s t a s i a

v i s u a l a r t s h i g h e r l ev e l

2006-2008

p ro f e s s o r j o h n w i d d e r

p h o t o g r a p hy a n d m i xe d m e d i a o n c a nv a s

1 5 0 x 5 5 c m

completed in August 2007

life sketching visual arts higher level 10 week life-drawing classes: the human body

u n i t e d wo r l d c o l l e g e o f s o u t h e a s t a s i a

v i s u a l a r t s h i g h e r l ev e l

2006-2008

p ro f e s s o r j o h n w i d d e r

b l a c k c a r b o n o n p a p e r

6 0 x 4 5 c m

c o m p l e t e d i n Ju l y 2 0 0 7

the nude visual arts higher level

Minimalist art and the use of lines became an important point of exploration during this time. After doing a life-drawing class, I was inspired to explore the way in which line drawing can capture and convey emotion. I found the mixing of colours within the same line to have a unique effect. This piece embodies the struggle of a woman in terms of being able to display her sexuality. While her darker side, shown by having a darker line scheme, faces the viewer and shows off her nude body; the more conservative woman in her is shying away and turning to the side. I wanted to exhibit the inherent confusion that exists in society where the modern woman is encouraged to embrace her sexuality, yet the oppressed past of women will not leave her side.

u n i t e d wo r l d c o l l e g e o f s o u t h e a s t a s i a

v i s u a l a r t s h i g h e r l ev e l

2006-2008

p ro f e s s o r j o h n w i d d e r

i n k a n d m i xe d m e d i a o n c a nv a s

3 0 x 6 5 c m

c o m p l e t e d i n Fe b r u a r y 2 0 0 8

the stripping of culture visual arts higher level

This piece further dives into the concept of culture and sexuality, in particular towards the Indian culture. Here the womanâ&#x20AC;&#x2122;s body is in a uncomfortable pose, where it seems as though she wants to turn to the front yet her body will not allow her to. The Indian culture, symbolized here through Henna Patterns which are a sacred symbol of a womanâ&#x20AC;&#x2122;s purity during marriage, seems to be wrapping around the body. It is coming out through her navel and in a way moving away from her, but also becoming thicker and more noticeable. The dripping lines and stained body indicate the simplicity and beauty of a womans body, juxtaposing the complex and overwhelming design which symbolizes the Indian culture.

u n i t e d wo r l d c o l l e g e o f s o u t h e a s t a s i a

v i s u a l a r t s h i g h e r l ev e l

2006-2008

p ro f e s s o r j o h n w i d d e r

i n k o n c a nv a s

1 1 0 x 8 0 c m

completed in April 2008

flower of life visual arts higher level

The flower was created from looking at a number of real-life flower studies. I wanted to use a flower as a symbolic device about life, which represents the intertwined feelings of moving forward which helps us grow, yet having to shed a part of your past in order to do so. The large bud of the flower indicates that the future is always about moving forward and growing as individuals, yet the petals of our past must wilt and die to allow the new ones to flourish. The bleeding black and blue from the stem of the flower gets quickly swept into a whirlpool of colour that is brighter and suggests the beauty that lies ahead in this process.

u n i t e d wo r l d c o l l e g e o f s o u t h e a s t a s i a

v i s u a l a r t s h i g h e r l ev e l

2006-2008

p ro f e s s o r j o h n w i d d e r

i n k a n d w a t e rc o l o u r s o n c a nv a s

4 5 x 8 0 c m

c o m p l e t e d i n M ay 2 0 0 8