Foundations of Design : Representation, Sem 1, 2017 PORTFOLIO Stephanie Lam
911615 Studio 03 - Raynaldo Ali
CONTENTS
Module 1- How to draw a croissant........... pg 3 Introduction.....................................................pg 4 Croissant drawing............................................pg 5 Axonometric drawing................................... pg 6 Module 2- Flatness vs Projection................. pg 7 Introduction.................................................... pg 8 Drawing to digital......................................... pg 9 Mario world drawing.................................... pg 10 Final Mario world........................................... pg 11 Mario world details........................................ pg 12 Module 3- Pattern vs Surface.......................pg 13 Introduction.................................................... pg 14 Initial terrain to penalized............................. pg 15 Folded nets.......................................................pg 16 2D panelling................................................... pg 17 Image 1.............................................................pg 18 Image 2............................................................ pg 19 Module 4- Frame vs Field..............................pg 20 Isometric and overview................................ pg 21 Linework and explanation........................... pg 22 Perspective 1................................................... pg 23 Perspective 2.................................................. pg 24 Reflection........................................................ pg 25
Module 1 - HOW TO DRAW A CROISSANT
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INTRODUCTION
The task for module 1 was to scan, photograph and replicate a croissant by drawing it. Firstly, the croissant was photographed from a plan view and two elevation views. Techniques learnt from photographing the croissants includes setting up a photo stage and the use a fill light and key light. After the croissant was photographed it was then cut into three sections and scanned. Drawings of each photo and scan were to be reproduced on tracing paper using pen, pencils, and fine liner. Techniques that were learnt from the drawing portion of module 1 were how to shade and create depth using different pencils. This exercise also induced the process of making an axonometric drawing (as seen on page 6) The purpose of this exercise was to introduce skills in both editing photos in Photoshop and hand drawing. Materials used in this module included tracing paper, pencil, fine liner, rulers and a T square. All Drawings were created using tracing paper over each photograph and using gray lead to trace and shade. I used 2B gray lead for the majority of the croissant and 6B gray lead for the shadow to create a sharp contrast between the different tones of gray. I also used a knead able eraser to subtly remove the pencil to create a highlight. All drawings are drawn to 1:1 scale.
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CROISSANT DRAWINGS
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AXONOMETRIC DRAWING
The cut sections of the croissant were scanned and reproduced on tracing paper using grey lead and fine liner. The letters correspond with the sections on the photo to the left. These sections also helped make the axonometric drawing. The axonometric drawing was created by firstly drawing a grid on the cross-section scans of the different pieces of croissant. Every time the croissant would intersect with the grid it would be marked. This information was transferred onto this drawing. The plan view drawing was tapped at a 45-degree angle using a T-square and set square. Tracing paper was then laid on top of the drawing. Using the section cut line on the croissant a grid was drawn at a 45-degree angle. From the information on the cross section, marks were made accordingly onto the plan view. The points of intersection were joined to create an outline of the cross section, this was repeated 2 times. I drew the remainder of the curved portion free hand as the sections were not cuts made on the curved sections.
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Module 2 - FLATNESS vs PROJECTION
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INTRODUCTION
In module 2 we utilized the axonometric drawing skills we had learnt in module 1 and applied to Mario World. We were given two 2D images of Mario world and from those we had to create an Axonometric Mario World. Firstly, using the 2D images, 2 axonometric drawings were created. Both drawings were then merged into one axonometric drawing which created the base for the final image. It was instructed that we had to add “creative elements�, in my case I added Mario, Luigi, the castle seen at the end of every Mario world level, the pipe which Mario travels through and a fire piranha. The analogue drawings were then scanned and imported into Adobe Illustrator where they would be traced and colored.
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DRAWING TO DIGITAL
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MARIO WORLD DRAWING
This is the product of combining the two axonometric images with the addition of “creative” elements. I wanted the image to feel as if it could be part of the actual Mario world. Given the cloud world, I chose to add a castle in the centre of the mountains to emulate a “castle in the clouds” The floating cloud platform reminds me of “Jack and the Beanstalk”. The tube structure can be interpreted as the “beanstalk”. I kept most of the mountains from the axonometric drawings, I just altered the height of them to create a mountain range feel to the image. The scene I wanted to depict a place where Mario and Luigi lived, a place in the middle of Mario world. I kept all elements within my created world true to the Mario universe as I felt it would appear and feel more coherent.
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FINAL MARIO WORLD
All the colors within the illustrations are derived from the initial Mario world prompts and other Mario world elements. I used the colour dropper tool to accurately capture the colour of each element. The mountains were created using the “clipping mask” function. Elements of my Mario World was created through the use of the clipping mask tool. They include the glass blocks, green snowy hills and wooden blocks. I added a few extra elements from the original drawing as I felt the illustration looked a little empty. I added Luigi to give Mario a companion and an extra green mushroom because the left side of the illustration was lacking the colour green and it didn’t seem harmonious. I also changed the piranha plant. I thought it would look better if it were to be straight as it would be more accurate to the world of Mario as the piranha plant emerges from the green tube vertically. All of the textures present such as the wood, ice and mountains are taken directly from the prompts. I added more coins to the image because the pop of yellow is refreshing when the image is primary green and blue. The yellow, golden coins also add a sense of harmony as it ties together the yellow tones in the question mark box.
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MARIO WORLD DETAILS
The characters of Mario and Luigi are traced from images I found on the internet. I firstly created Mario by tracing over the Mario image and used the color dropper tool to accurately get the colours needed to portray Mario. For Luigi, I copied ad pasted the Mario I had previously made and stretched him vertically so he was taller. Then I simply changed his hair, facial hair and hat logo. I then used the colour dropper tool to make Luigi complete. For the bricks of the castle I created one singular side of the brick by using the line tool to make a 1cm by 1cm rhombus. I held down shift while doing this as it ensures that all the lines are at a 45 degree angle. I then used the pen tool to create the lines to form the brick pattern. I then grouped the one finished brick and copied and pasted it to make one wall. To create the other face of the castle which had the bricks facing a different angle I repeated the process with the bricks at the opposing angle.
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Module 3 - PATTERN vs SURFACE
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INTRODUCTION
In module 3 we were given a piece of terrain digitally that was 59.4 x 59.4 cm. Instructions were to panel the terrain with custom shapes incorporating both 2D and 3D elements into a physical model. To achieve this Rhinoceros software was used. I viewed the terrain as a vast forest that was covered with mountains and pine trees which are representative of the pyramid shapes. The physical model is printed on 160 gsm for rigidity. My goal was to create an interesting and dynamic terrain using strong lines that are featured on the pyramid. There are essentially 3 shapes, a double pyramid, a double pyramid that has been cut on the top and a quadruple pyramid. These shapes originate from a single pyramid shape which gives the terrain a cohesive feel. It also makes the terrain feel as if it had slowly transitioned into different shapes. I chose to have alternating diagonal lines as the 2D panelling because the sharp angular lines complement the strong diagonal lines of the pyramids.
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INITIAL TERRAIN TO PENALIZED
This is an isometric view of my terrain in Rhino. The terrain I was given did not have much variation in the steepness and 1. The terrain (above) was prepared for panelling by being contoured and rebuilt.
inclination of the land. In this image, it has a subtle slope at the top and the rest of the terrain was relatively flat. I view
2. 3 different 3D modules were made and penalized onto the terrain.
my terrain as a forest or a mountain range and the pyramids can be trees or mountains. The 2D panels are the places
3. The 2D pattern was and placed under the terrain.
where there is free or clear land. The terrain progressively and organically becomes denser as it moves to the more
4. 50 3D modules were deleted to reveal the finished product.
complex pyramids which is the shape with the 4 pyramids. To me, it mimics the land in which a classic narrative or
5. The 3D and 2D components were unrolled to create nets with tabs.
story about finding a treasure or lost land would take place in. There is an obvious dense section on the model which is
6. The nets were printed out, cut and assembled.
where the hypothetical treasure will be found. The penalized terrain has a minimalistic yet developed look which translates well into a physical model.
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FOLDED NETS
The first shape is created with two pyramids separated by one diagonal fold. The second shape is comprised of 4 pyramids that are separated with two intersecting folds. Lastly, I used the trim command on Rhino to cut the top off to add a little interest to the last shape. I kept the shapes simple as the sharp and clean lines created a “dangerous” and dynamic feel that I desired. I view the pyramids as mountains or pine trees in a forest. With the addition of the 2D panels I envisioned the terrain as a forest and the further a hypothetical traveller would go into this forest, the denser it would get. The spikes of the pyramids gave the overall model a hazardous feel which connects with my “dangerous” concept.
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2D PANELLING
2D panelling
I chose to have alternating diagonal lines as the 2D panelling because the sharp angular lines complement the strong diagonal lines of the pyramids. The middle creases of the pyramids would line up with the diagonal folds of the 2D paneling which makes the entire terrain seem somewhat organic. It could be said that the motif throughout the terrain is diagonal lines.
Top view of terrain
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Side view of terrain
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This picture highlights the “shards” or points of the pyramids poking out creating a “dangerous” feel.
Module 4 - FRAME vs FIELD
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ISOMETRIC AND OVERVIEW INVISIBLE CITY- CITIES AND DESIRE 1: DOROTHEA
The task for module 4 was to use Rhino to model the old quad at Melbourne University. I was allocated the city of Dorothea from the novel Invisible Cities by Italo Calvino. The old quad was to be populated by characters that best portrayed the story. The task was completed using Rhino, Illustrator, and Photoshop. This last module combined all the skills learned from the last 3 modules and really tested and exercised the knowledge I had retained from tutorials, studios, and workshops. This is an Isometric view from a south east perspective. The old quad is populated with symbols that represent different people, perspectives, moods and direction of walking. The lines are achieved through the “make2D� command on Rhino and it was then imported into Adobe Illustrator. This is the populated version of the isometric view. It shows the people, moods, stares and direction of walking from the people in my two perspectives. I have populated the scene with merchants, civilians, a camel and 3 trumpet players. I intend for the space to be a small section of a market somewhere in the middle of a desert. There is much more activity towards the front of the image as the music from the trumpet players are the source of entertainment. There is not much walking, but there are intense stares between people. Especially the merchants and traders. I feel as if they would be very mysterious characters with ulterior motives who cannot be trusted. 0
1m
2.5m
5m
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LINE WORK AND EXPLANATION
I chose to portray the scene from this perspective because it shows depth clearly as the columns decrease in size as the picture deepens. It displays most of the old quad which and gives an overall view, this allows for context and a sense of space to be understood. It shows detail from the roof to the floor. Such as the bunting on the roof to the barrels and tables on the floor. Most of the activity that is happening in the marketplace can be seen in this perspective. It displays the interaction and relationships between each character.
In this image there it provide context to the story. I added elements such as the bunting, barrels, posters on the columns and tables with produce to mimic a market place. I used a sandstone texture for the columns as I envisioned the story to take place in the middle of a developing desert city. I used a sand texture for the floor as well. I picked characters that looked like merchants or traders to reflect the trading and rough nature I envisioned the scene to be set in a busy market place set in the middle of a desert. Where caravans, horses and traders would pass through offering goods and services to people from distant lands. A place where there was a diversity of people from far and wide. I imagined the old quad to be a pavilion or shelter from the harsh desert sun. So the old quad is a small section of a larger market.
This view is taken behind the “nubile girl”. I positioned the men to surround the girl as if they are inspecting her as the story states that young nubile girls marry other young men. So, the men inspecting her are seeing if she is a suitable ‘bride’ to be married to a young man. I am aware that the musicians are not cohesive with the ‘middle eastern’ look of the other characters in the image but I could not find any images of soldiers in middle eastern outfits, playing the trumpet. I tried to find rather neutral looking musicians so they would not stand out too much. To decorate the scene, I added medieval posters and some flags. The background allows the perspective to appear as if it were shelter in the middle of a busy market place. It features food stalls, sellers and people browsing, it adds to the hustle and bustle feel of a market that I wanted to portray.
I chose this perspective because it show cases the bulk of the activity between characters. It gives context as to why most of it is due to the music from the “three soldiers” that “played the trumpet”. The story also stated that there where “nubile girls” in the scene. The girl at the front is the character that I used to portray the “nubile girl” with men surrounding her. The girl also represents the phrase “The women had fine teeth and looked you straight in the eye”. I positioned the camera where the viewer is confronted to look the girl “straight in the eye” giving a sense of discomfort.
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Perspective 1
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Perspective 2
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REFLECTION
Overall, I learned theoretical and practical skills through the lectures it is important to have background knowledge of design in order to apply to the real world. The lectures aided with a wide spectrum by giving students a better understanding as to why certain aspects of design exist. The skills I learned from the subject overall are applicable to every major. I learned skills in Photoshop, Illustrator, Indesign and Rhinoceros. Throughout this subject, I also learned how to take photos and how to set up a Photo stage with lighting. Learning all the skills provided a foundation of knowledge which allowed me to gradually build new skills and improve throughout each module. I believe an eye for design was also gained throughout the subject. I was able to realize and it’s knowledge certain aspects of design within books buildings and sculptures. I learned how to use a myriad of tools within the Adobe suite. All the tools aided me in solving problems and enhancing images. I do think that all of the modules were quite successful as I had no experience with any software beforehand. However, I do think a module that could be improved upon is Module two, Mario world. I think I could have made the world more complex adding different features such as a second level or adding more elaborate landscapes however it is also successful as I have never used any digital software so I am quite proud of what I achieved. With what I’ve seen and what I’ve learned after submitting module two I believe I could make the Mario world more elaborate and complex but I do enjoy the minimalistic look I have achieved. Generally, this subject was immensely helpful in kick starting the design course by giving everyone a taste of what is to come.
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