Portfolio final by Fiona V

F O D: R P

Sem 1, 2018 + Fiona Huang Vuong

1006251 + Studio 06 +

Mitchell Ransome

CONTENT MODULE 1/pg MODULE 2/pg MODULE 3/pg MODULE 4/pg

3 6 9 13

MODULE 1: HOW TO DRAW A CROISSANT? OBJECTIVE This module was an introduction to orthogonal projections through observing croissants. Students got to explore with the different technical ways of illustrating the croissant, such as drawing it in plan, section and elevation. From this module, it brought forward a deeper understanding on the various ways of observing the subject matter (object or building) in plan, section and elevation. By doing the task of taking photos of the croissant through each of these projection.

Section A

Photo of Plan View

Section B 103mm

Photocopied Plan

Photo of Elevation

41mm

Section C

Photo of Elevation

192mm

HOW TO DRAW A CROISSANT? The two main mediums used for this module were pencils and pens. Using the pencils help to develop nice shading to the croissant, adding a realistic element to it. I used a pen to draw my plan view as a way to test myself, by doing so, I was able to create interesting textures to the croissant due to the bold, strong lines. The sections of the croissant were all drawn in pencils. I used a much darker shade pencil to ring out the prominent holes of the croissant, this was done on tracing paper.

SKETCH OF ELEVATION

SKETCH OF ELEVATION 192mm C

SKETCH OF PLANE VIEW

HOW TO DRAW A CROISSANT? AXONOMETRIC Using the sections of the croissant students would learn the method of drawing it 3-dimensionally through an axonometric representation. This was done by drawing a grid over the sections of the croissants, points are marked by the outline of the croissanr section intersecting the gridlines.

Section Se Section ction C B Section

Section

SECTION A

Section

SECTION A

SECTION SECTION B B

SECTION C

SECTION C 5

MODULE 2: FLATNESS + PROJECTION

OBJECTIVE Module 2 focuses on axonometric projection and how it can be represented from flatness. Each student were given a mario world from their tutors with 2 elevations of the world. These 2 elevations (200 x 200mm) would be a foundation for students to project their world. In this module students are introduced to photoshop where they are taught to use the tools to their advantage when editing their lineworks of the mario world. Adobe Illustrator a vecto base software is also a key part of the process creating the mario world.

FLATNESS + PROJECTION

AXONOMETRIC Axonometric drawing of the mario world were produced using a ruler, 45 degree set square and protractor. A 200 by 200mm square is traced onto a tracing paper and aligned with the elevation printed images that are slanted at a 45 degree angle. Lines were projected from the mario world into the square. The students have the decision on the depth of their object, the height on the other hand can be referred to the mario world. The lines to draw the height of the objects was projected using a 45 degree set square. First everything is done with a 2B pencil and mechanical pencil so that students are allowed to have a rough input of their ideas on their mario world. Whether the objects they have put in where nice or not it doesn’t matter as they can rub it out in the future. A useful computer software, Adobe Illustrator was very important for this module and is the digital aspect. Students would have to manually line their pencil draft of their 3-dimensional world, after that was done students get to colour their mario world. During the process of axonometric projection, there would be empty spaces as objects from the front and back elevation do not fill the entire area. These empty spaces allowed for creative freedom, adding buildings, objects that suit the mario ‘theme’. Items relevant to the mario world used in world 6-5 were the level up mushrooms, super flowers that increase mario’s size and helps him smash down any obstacles. When the world is completed it should resemble something like the app game called, ‘Monument Valley.’

FLATNESS + PROJECTION MARIO WORLD Mario world 6-5, was a relatively simple world. However, having two levels in the world gives a touch of challenge. Overall the colours in world 6-5 were light and soft nothing too intense which allows a pastel swatch to be incorporated into the world. In terms of adding adding form and dimensionality to the world, Mario world 6-5 shows cell shading on the rectangular shapes and the green/purple tubes. The mushrooms and flowers are added around the world to bring about the mario world theme. There is also ponds and lakes included to make the world more interesting than the original, doing this adds a sense of individual style and a bit of creativity. A blue backdrop was dded to insunuate that the time and day the world is set in. Having this light sky blue colour compliments with the pastel colour scheme used in this world. The concept of having a light colour scheme and backdrop is once again inspired by Monument Valley.

MODULE 3: PATTERN + SURFACE OBJECTIVE For this module, digital designs and fabrication was explore upon. Students learn about developable surfaces, panelling and how they are relevant to architectures/buildings around the world. Rhino was the primary computer software that was used, as it allowed for 2D and 3D panelling. To the right shows part of terrain from tasmania, each student had a different part of this terrain. Using rhino students are required to play around with the different pattern first. The first signs of designing comes from 2D panelling. After exploring with the different patterns (which are relatively simple such as a triangle pattern), students would then look at 3D panelling. In the 3D modelling steps student learn about grid points and off setting them, by doing so they are able to create 3D patterns. Examples can shown from the images below.

PATTERN + SURFACE

DESIGN PROGRESS Modules are created in rhino to give a unique touch to the terrain. Creating the different modules encourages students to imagine interesting and diverse designs for terrain. Though it is important that the designs are developable and practical since it needs to fabricated and presented. 4 modules were created for this specific terrain, point and curve attractors were used to experiment with how the 4 modules were distributed on the given terrain. There will be multiple designs to show the process of getting to the final design. The final design is shown at the bottom right corner, and the four main modules are displayed at the bottom.

The aim for the design of this terrain was meant to have a certain typology; a series of mountains with varying heights enclosing a particular inhabitant or a small community (housing, villages) or a pond/lake. In the actual model there are modules that are tall and some that short. This creates a pleasing dynamic and almost a artificial resemblance to nature.

PATTERN + SURFACE

MODULE 4: FRAME + FIELD OBJECTIVE For this module, each student were given an extract from Italo Calvino’s novel, ‘Invisible Cities’. By using the computer programs taught from past modules, students would create a narrative of their city through notations or symbols. These programs are rhino and adobe illustrator. Rhino would be used to create a 3D model of the old quad, students have the flexibility to add architectural elements into the old quad. The importance of frame and notations are highlighted in this module. Students learn that a frame can often capture a story, it lets the audience think about the spatial settings and the environment. There are various perception; solid, liquid and gaseous.

ABOUT ANDRIA Andria is a city that is heavily based on the celestial world, where ‘every street follows a planet’s orbit’. Besides that is also a world with order, citizens would often be communicating with one another and are careful not to cause change that would unbalance Andria’s peacefulness. There is a very strong emphasis on andria being a city that is orderly and organised. As Marco Polo describes it as ‘painfulstaingly regimented’.

FRAME + FIELD CHARACTERS Inserting characters into Rhino requires some vital steps,such as getting rid of the background in Adobe Photoshop, save it as a .png. Then open Adobe Illustrator and ‘image’ trace’ the character which gives the outline. From there, open the outline image in rhino and ‘plnr srf’ it, this is so that characters have a shadow when the sun option is on. This makes the perspective more realistic. This step would be repeated multiple times until there is enough characters to tell the story, setting of Andria. Most of the characters choosen for the City of Andria are people that appear sensible as well as knowledgeable.

USING RHINO/MAKING THE ISO Rhino was used to create a 3-dimensional model of the the old quad building. Students were all given the elevation/ section of the old quad as a starting point to build upon. For Andria it is by the sea, therefore it would be make sense to add railings/ bannister to prevent people from falling into the sea/ ocean.

PERSPECTIVES

Perspectives

are decided by panning around inside the old quad.

When the characters are positioned in the proper place for the perspectives, the command ‘make 2D’ would be used. This helps to get the line work which would then be overlayed on top of the rendered view capture of perspective 1 and 2. From here, the characters would be photoshopped into the perspective. Background as well as relevant objects would be added to produce a narrative to the perspectives.

Cities & the sky 5: AndriA

FRAME + FIELD

Fiona Huang Vuong, 1006251

ISOMETRIC DRAWING: A isometric drawing of the city of Andria. Th symbols are meant to represent what is going on in the city. The story of the city. New symbols were meant to depict the senses (e.g touch, smell, sound) to signify the environment that Marco Polo is observing.

Key Perspective 1

2.5m

Sea Smell

Perspective 2

Stare

Light Mood

Glance

Noisy

Astronomers

Quiet

Character

Threshold

Discussion

Fast Pace Slow Pace

FRAME + FIELD

PERSPECTIVE 1: AMONG THE STARS

PERSPECTIVE 2: PEACEFUL CITY

For perspective one, among the stars portrays a quiet ‘study area’ at the same time a sacred and transcendent space. Scholars/astronomers and people of wisdom are usually frequent this space shown in perspective 1. A glass ceiling at the centre of the old quad was meant to show astronomers looking up, analysing the stars and predicting the future of Andria and what become of the city in the future.At the centre is the a circular city, ‘calander’ which is treated as a sacred object in Andria.

Perspective 2 is a subtle contrast from perspective 1. It shows daytime whereas perspective one is set at night, the idea of transtion of night to day. This idea of transition comes from the quote, ‘days on the earth and the nights in the sky reflect each other.’ Signs of interaction is more obvious in this perspective.This is to show the ‘discussion’ citizens have when it comes to making changes for Andria. Both perspectives have clockscogs molded into the columns, by doing this it shows this ‘mechnical’ like movement of the city, everthing is perfectly serene with no disruptions.

REFLECTION Overall Foundation of Design:Representation course, was a good learning experience. Each module was immersive and helped show me the vital skills needed when approaching the field of design. Module 1, allowed me to view objects in a different manner and harness my technical skills, this was also the module that introduces axonometric drawings which was something that I didnâ&#x20AC;&#x2122;t know about. Module 2 I got to discover more about Adobe Illustrator and was able to gain useful skills in this software, though I had encountered problems in adding a dynamic and uniqueness to my world. Model 3 introduced model making and the idea of fabrication, during this module I got to experience Rhino for the first time and enjoyed this design software. However, I underestimated how time consuming this module was, helping me grasp the importance of making prototypes and trying out different designs before starting straight into a project. Module 4 was a compilation of the skills we have learnt from past module. I learnt about annoying buildings, how isometric drawings can be created through 3D models in rhino. Though it was not successful due to last minute decisions and lack of creativity when it came my 3D model. Looking at the final outcomes of each of my modules, I regretted not going beyond and trying out different concepts, specifically module 2 and module 4. For module 2, there should have been a interaction between the two levels of the Mario world, to create a narrative that would draw the attention of others. As for module 4, an exploration of adding more architectural elements in the 3D model of the old quad would have produced a interesting world of Andria and richer perspectives. Furthermore, symbols represented my isometric drawing are slightly childish something that is not ideal when it comes to architectural drawings. This advice is useful as it helps me understand how I should represent my designs and icons in the future. The presentation aspects of this course helped me to step out of my comfort zone and do something new with my tutor giving constructive criticism on what should and should not be mentioned during a presentation.