        1011 ullrichKen Mai ONE The types of drawings learned and the mediums used throughout the three exercises to convey specific ideas/concepts were very beneficial. It was like learning when it would be appropriate to use the spoon, the fork, or the chopsticks at a dinner table. We chronologically moved from the basics, to the technical, to the abstract. This learning pattern similar to the study of languages; we must start from the alphabet and memorizing words, to formulating correctly-grammar sentences, to writing creative or critical essays. I feel that this half-journey has taught me so much about the design world in general. From picking up a pencil to draw a contour line to the day that I had to personally give a presentation on my work, I’ve gained a well-rounded knowledge both in studio and in front of the judging panel. I always thought that by entering the college of architecture I would be put to work in drawing perfect floor plans of buildings/houses and learn all the technical quirks of a blueprint. But from the very beginning in 1011, I was required to jumpstart my creative mind and was told to keep it with me at all times. Also, I was able to deviate myself from thinking that models are just cute representations of the actual product; I now know that they tackle a specific purpose that a designer wants to portray to the mass, just like any other drawings. Moreover, I learned that ideas can come in shapes and forms of analogies and precedents. It all depends on how the designer looks at the object and then most importantly be able to communicate with his colleagues through a logical process. That’s why we each kept an inquiry book of our own so that we may go back and look at our purposes at a certain point in time. Lastly, design can happen at any scale, with anyone, and anywhere. TWO I will definitely take all the critiques from the reviews with me into 1012 and take those as the guidelines for improvement. I will also bring along everything acquired through the three exercises, especially the different representations of drawings, with me to always keep my possibilities open. I plan to pay special attention to the intelligent designs, to the ideas/critiques of my classmates, and of course my instructor. THREE Instructor: head of class, keep students on track, pace studio activities, inform students of project regulations, an experienced informer, guide students (individually if necessary) through arduous tasks, take careful note of each student’s progress and critically comment on their accomplishment, a reminder Project/Exercise Brief/Handout: introduce background information, provide examples, display rules and regulations, provide self-analyzing questions Review Process: receive critiques form different perspectives, practice being an effective public speaker/presenter/communicator, practice layout designs Inquiry Book: an archive of personal thinking process, something of reference for looking back, relationships among images/ideas Fellow Student: one-to-one level in sharing of ideas, personal judge, social relief, friend, supporter Studio Space: relaxed working space, inclusive social space Because we spend so much time in studio, it has become a close-knit social area. It serves as a place for hands-on activities and for a crossroad for the exchanging of ideas and the sharing of goods. FOUR The three exercises are interrelated because each succeeding exercise offers something from the previous ones. It is a building block of events and skills, and we ultimately ended with a very loose mindset in the last exercise. I must say that exercise three is the top among my list because it provided us with an almost complete freedom of expression. We were free to choose our course of action and formulate our own ideas along the way. Tyler Anderson Part One The most distinctive and outstanding point of reviewing my previous postings was the clear steps up in knowledge that I obtained throughout the class. Also, the vocabulary terms that I have obtained throughout the class have proved exceptionally helpful in reflections. A pattern that I found to be interesting is that each type of learning acquired in the previous exercise was subsequently used in the next. Each exercise used the sum of all skills learned in previous exercises. I am considerably more confident in my ability to now display to others what I am able to see in the physical world through visual representation. Also, now whenever I see a model, drawing, or other type of visual representation, I don’t just admire it at face value or judge it based on appearance alone. Appearance has a large part in judgment of a piece of work but the message behind the work is what actually determines whether or not it is successful. I now am also more apt to explore something before making judgment. I believe this prevents misunderstanding the piece under question. Part Two The most valuable piece of “learning” I will take away from is the process of thinking about and evaluating a task or problem before beginning to tackle it. Rather than getting overwhelmed by something I have little or no knowledge about, I will formulate a step by step process in order to successfully satisfy the assignment. Next semester, I plan on paying more attention to the digital documentation process. I would like to sharpen my skills in Adobe software to better my work through the use of technology. Part Three 1. The instructor was the tour guide that helped us and showed us tips throughout our journey. 2. The project or exercise described the intended process and finished product that was to be done. 3. The review process was intended to point out the strengths and weaknesses of our work through others’ critique. 4. The inquiry book was to reflect back upon the previously completed work and point out its success through digital documentation. Through the use of technology the intended product can sometimes be more effectively conveyed. 5. My fellow students helped to discern whether or not my work was easily readable or comprehended by someone on a more similar talent level than that of a reviewer or instructor. 6. The studio space was the pool that all of the students’ ideas, work, and inspiration floated around in before making it to the boards to be hung up and presented. I would describe the studio learning experience as one in which students must dive head-first into in order to succeed. Not only is learning information important, but physically applying to a piece of paper or a three-dimensional model is crucial. Part Four Exercise one was essentially meant to build an elementary set of skills using the set of tools and mediums commonly utilized in the studio. Exercise two was meant to use the previously acquired skills and tools from exercise one to explore and investigate a seemingly everyday object to truly understand it. Exercise three was meant to not only use previous skills and investigate but to apply creative or abstract thinking to previously completed work in order to make a connection. My favorite exercise was most definitely exercise two. I could most completely handle the breadth of information there than any of the other exercises. In addition, exploring a seemingly simple bicycle helmet revealed a process of fabrication, production, and assembly that I found simply remarkable. Ethan Brown 1) The biggest comment I have for my CFY experience is how distinctly it's flavored by the instructor's interpretations of the assignments, and I consider this a good thing. What one instructor might consider a standard activity to be gone through every day or every review, another instructor might not even comment on. The same, of course, applies vice versus, as there is only so much time to allocate to different things during the semester. The learning occurring during the exercises was fairly hierarchal, with a baseline of skills being established, used, combined, and ultimately self-critiqued and adjusted. There was a definite growth in confidence over the course of the semester, as more and more little 'epiphanies' seemed to fall into place – those tiny details that make a question/term/project/tool click for you in the future (e.g. the first time you tied your shoes on your own). Drawings and models definitely changed for me in a technical sense: as a layperson, you don't really recognize art as a communicative device inasmuch as it's an entertaining one. Learning that some things aren't done because they look good, but rather because they communicate well, is a big and useful step to make. Similarly, the process of forming and exploring ideas takes on new significance when it's formally structured. I suppose that phrase would accurately typify the change in thinking that 1011 wrought on me most cleanly: “formal art.” Doing art for a purpose, as opposed to art for art's sake. 2) All of the techniques I've learned will of course be carried through into 1012, but I think the most important thing going forward will be my knowledge of what failed. I made not a small number of mistakes this semester, but I've tried to learn from each one of them and see why things went wrong as opposed to dwelling on the fact that they did. Managing not to hit the same holes during 1012 will be helpful. Of planned special attention in 1012 will be the instructor's nuances. After having had two CFY instructors, I think it will be uniquely enlightening to see what personal interpretations the third brings to the table. It will be an opportunity, perhaps, to start noticing in what all DBE professionals look at things similarly. Two instructors sharing a quirk is a possibility, but, if a similar way of looking at things persists through three different individuals, then it might pay off to take special note of that characteristic. 3) The instructor communicates the curriculum to the students, in addition to providing them with procedural / content-based suggestions as well as technical advice. The project provides a scaffold on which the instructors can standardize their methods of teaching so that the students, the college, and the accreditation bodies know certain things were learned-taught. The review process is a way of introducing additional viewpoints into the process without completely turning the student's worlds upside down by changing instructors. The inquiry book is a personal history of work completed and projects approached. My fellow students were like a gentler version of the instructor, making suggestions and offering alternatives without compelling those changes. The studio space itself was home, although I have some ideas on how to improve that next semester. The studio experience is uniquely positive, in my opinion. If you spend a lot of time in studio, then you see and get to know the other people who also spend a lot of time in studio. I guess what I'm trying to say is that there really aren't a lot of people who look at you weird for spending a lot of time in studio – and they're probably not the ones who will be taking studio in the future. It's nice to have that kind of positive reinforcement in a work environment, and definitely different from a lot of other environments. 4) Exercise 1 taught skills, along with difficult enough projects to stretch and improve those skills if the student so wished. Additionally, it forced the studio to decontextualize perspectives on their environment for the purpose of more accurately rendering it and understanding the process. Exercise 2 enhanced a student's knowledge of the skills taught in Exercise 1 by allowing them to combine and control when and why they used certain techniques. Additionally, it forced them to justify the choice of one technique over another, which highlighted the comparative strengths and weaknesses of the different methods. Exercise 3 combined both of the previous exercises, but also introduced the concept of project management and extended the design process over time. This was an important lesson in how repercussions must be thought through before initial choices are made, lest one waste time in the long run because of a silly decision up front. Ali Karimi PI I definitely think that the reflections were of use. They allocated time for us to think and debate with ourselves over what we got from the course which would not have been set aside otherwise. I think now more than ever I can see an education in progress with the evolution of my work and thought process. I can definitely count the things I have learned, unlike some classes where I count the hours wasted. Exercise one taught us to see, exercise 2 taught us to understand , and exercise three taught us to apply and explore our understanding. The things that frustrate me have changed as well , and I think I've learned to deal with them to some extent and work upon the things I haven' been able to control in my work. I no longer see the glass ceiling in my work, but in my mind and I can't wait to start pushing that wall and coming up with new ideas. In hindsight I just wish we had more to do and reflect on. Each exercise emphasized a certain way of learning, whether through seeing,riffing,or breaking. I think we learned just as much as we learned how to learn (if that makes any sense). It certainly brings back memories of my first day in school since there is the new learning curve and just a different way of working that needed to be understood.My skills and understanding of what to do have certainly grown, I don't think there are any real drawbacks to the studio experience. I've learned to appreciate drawings and models much more and the effort behind those things. I see them as being products of thought and contemplation rather than whim. I think I've begun to better understand how design works as well and that fact that it is not in a vacuum but built on precedent and foundation. I see the value of asking questions of an object and inquiring about its nature. All these things together have informed how I understand design . I now have a better idea about how much thought and effort is behind the details of a design. PII All the skills I've learned in 1011 will carry on to 1012, just because the way we have been working seems to be cumulative, and each exercise tests all the skills you've learned. I will take the techniques I've learned, as well as the advice I received about my technique. The biggest lesson though was learning to try new things and step out of my comfort zone, while I didn't really do this as much as I would have liked to I think it definitely is something I want to try next semester. I plan to pay special attention to the goal of the exercise as well as my technique so that I can improve my skills and thinking. PIII The instructor pretty much set the pace of the studio, he controlled the quality and quantity of the work. It was his understanding of an exercise that set the general pattern of how we went about performing them. The instructor also made sure the work was being done, but making allowances for when the work was too much to do. The instructor was almost a member of the group at times, he seemed to be a group leader rather than a person who threw assignments on us. The project which was given to us by "them" is pretty much a description of the goal of an exercise or what the lesson was meant to be. How it was done or how we did it was more open for debate and usually those details were left out of the handouts (or reviewed very briefly). The review process was great. It brought together an outside perspective on our work, it was a chance to get some valid criticism on the work also. The review was the principle learning point at the end of each exercise as it was a mix of reflection and contemplation as well as a chance to get feedback and advice. The inquiry book was an interesting assignment, but overall useless. Ideally it would have given us a chance to reflect but more often than not it just ended up being a tedious assignment. The reflecting was pretty much done by the time we reached the book and it was pretty much a matter of putting those ideas down on paper again after discussing it and debating it in class. My fellow students were a huge part of the studio experience. Aside from the social benefits of sharing the time with someone, it was great to have someone to bounce ideas off of and ask for advice. The people in studio also gave me a chance to see where I was in terms of work and helped me set a standard for myself. It is good to know where ones work stands and how you can improve. The studio atmosphere helped me get to work and played a big role in setting the tone for class. The studio learning experience is far superior to any other I have had, because it combines the information of the seminar, the hands-on aspect of the lab/internship , with the social lightness and fun of a classroom. PIV I think in the first exercise we were taught basic skills and the ability to see. We all began with a blank slate and honed our skills from there. Learning new terminology and techniques we expanded our vocabulary of form,light,and space. In exercise two we used those skills further and added to them the ability to see critically. We analyzed an object, its form and space and broke it down into its materials. After understanding what it was we began to understand what made it work and why it the way it was. In the third exercise we experimented with all we understood and tried to deepen our understanding through random but well thought changes to certain concepts. We were taught the beginnings of designing something for ourselves. Not only through the riffs but also through making our boards and being taught what makes a good layout.I liked exercise three the most because it combined creativity with skill and gave us a standard to target with the competition. I think the competition gave us greater initiative and compelled us to work harder, it also made us criticize each other more and look for advice. Alex Pittman Part One The difference between now and the beginning of the semester is I how I perceive things in general. My mind now works more abstractly than it ever has before. My eyes now work separate from my mind allowing me to see things hidden in the past. I also have improved in my ability to draw simple objects that were not simple before. The projects seemed to build on one another with each one referencing a technique or style from the past. Exercise 1 was about developing the ability to draw differently from what our mind saw things. The next exercise was how to examine an object in multiple ways, and show it on paper. The final exercise used the knowledge gained from the inspection of the object to create a line of abstract drawings relating back to the item originally inspected. This building block technique for a course seems to reiterate the way we are to supposed to approach this class. Continuously move forward while pulling ideas from the past exercises. Part Two I am unaware of what we will be doing next semester in 1012 but I think that the drawing techniques from exercise 1 and the abstract thought process I developed over this course will be the two instrumental things to take with me. I will also take the knowledge I have gained on using Adobe programs with me. I never used any of these programs before entering this class, and now at the end of the semester I feel I am finally able to use them usefully. Being able to draw upon all of the newly acquired techniques will be most important for the following semester. Part Three • He was the director giving everybody basic guidelines but allowing them to improvise on their own. • The handout was a rubric that had points to follow but left room for change. • The pinup was a finale allowing everyone to see the most important part. • The inquiry book was like a scrap book that held preliminary drawings that needed refinement. • My classmates were teammates feeding off of each other, but at the same time we were competing against each other to be the best on that team. • The studio is the office where I go to work during the day and dread coming back to at night. I enjoyed this style of teaching better than classrooms or labs since it allowed students more freedom of thought. Being comfortable while working allows for ideas to come easier and have students spend more time on their work without added stress. Part Four The exercises built upon one another as previously mentioned recalling back to previous techniques learned earlier on. Each exercise could not be completed without finishing and understanding the exercise before. This was a challenge but I think it needed be in order to be successful. The challenge and freedom of this class make it a memorable and enjoyable. Matthew Moldavan Part ONE After rereading my reflections, I was surprised at what all I have learned through the semester. Beyond just improving drawing skills and improving my tool set, I’ve learned multiple ways of thinking about and observing the world around me. Before coming to tech, I never thought about the distinct characterizes that everyday objects have. Exercise 1 taught us how to draw what we see and not what we think we see. Exercise two taught us how to see through close inspection of a object. Exercise 3 taught us the process of distancing ourselves from an object in order to riff off of it. The exercises seemed to build upon one another. We had to understand the how to see and know our tool sets before we could do exercise 2, which was to use these tool sets to analyze a object. Exercise three wouldn’t have been possible without the knowledge of the specific characters of the object we were analyzing. This building process from exercise to exercise is a cumulative growth in my mind, and I feel that I am gaining confidence, skills, and understanding as each exercise develops. Before coming to tech, I rarely used models as one of my tools in my toolset, after 1011, I realize the importance models can play in presenting ideas and concepts. In addition to models, my way of formulating ideas about the world has changed. I used to not put much thought into it, 1011 has forced me to think about the decisions I make in formulating and presenting ideas. Part TWO I think everything we have learned in 1011 will continue into 1012 and beyond. The basic skills and our tool sets we have learned in 1011 will be necessary for what we do in 1012 if the trend of exercises building upon one another continues. Our ideas we formulate in 1012 will need to be expressed in an understandable way; a way in which we learned how to do in 1011. In 1012, I plan on focusing on using these skills learned in 1011. While 1012 will probably change focus into other realms, what we do will require the use of the tool sets we picked up in 1011. Part THREE The roles that the aspects of the studio environment play are important. The instructor is crucial in guiding us on our studio work and helping us represent our ideas effectively. Instructors, from their prior experiences, know ways of representing ideas and have a wide range of skills in their tool sets. Without the instructor, students would not gain the experience of the instructor. The exercise handouts were necessary when the instructor was not around. The exercise handouts contained the procedures for the exercise, these procedures on the sheets were guides to answering any basic questions over the assignment we may have had. The reviews and pinups were essential to the studio environment. Pinups allowed us to not only discuss our work and progress, but also reinforced the ideas presented by the exercise. The inquiry books further reinforced the ideas of the exercise by inquiring and reflection upon the exercise. Other students are a great resource in the studio environment; the other students come from many regions and parts of the world, and therefore bring many different ideas and skills with them. By being in the environment with other students, the skills we each bring combine and intertwine with each other and it opens us to new ways of thinking and discovery. The studio environment itself allows for all of these various aspects to take place simultaneously. The studio is much more hands on as compared to a normal classroom or lecture hall where we may only have limited means of learning. Thus, the studio environment grants students lots of means of learning Part FOUR The three exercises as I said in part one, seemed to build upon one another. The methods of seeing and skills we learned in exercise 1 and 2 increased the size of our toolsets. Exercise 1 introduced us to ways of seeing and drawing. Exercise 2 built upon exercise 1, because we used these skills to analyses a object through several lenses. Exercise three built upon exercise two as we had to understand the characteristics of the object before we could riff off of the object. My favorite exercise was the third one because of the freedom the exercise allowed compared to the first two. The first exercise was fairly strict on the guidelines, while the second offered a bit of freedom but required us to analyze through a particular lens. Exercise three allowed us to take the riffing process into abstraction in which we were free to take it where we wanted. This freedom made it my favorite exercise. Will Youngblood 1011 Exit Reflection PART 1 After re-reading my reflections and jogging my memory, I was amazed at all that I had learned this semester. Not only did I improve my drawing skills, but I learned to think about drawing in different ways to get certain results. I also learned the importance of process and thinking in depth about what you want to do before you do it. It seems like every exercise we embarked upon in CFY this year used a building block approach, starting with the most basic, simple elements before building into the more elaborate and abstract pieces. This is evident not only within each exercise, but from exercise to exercise. In exercise 1 we learned to improve our drawing skills and in exercise two we implemented those skills in the study of an object. By the third exercise, we were given free reign to use those skills and formulate our own objects. This semester has also taught me the versatility of drawings like orthographics and isonometrics as well as model series. Before this class I had no idea how well an object could be represented, and the different ways it could be represented, with just a pen and paper. PART 2 I’m really not exactly sure what next semester will be like, but I’m assuming I will be bringing all of my newly found skills with me to 1012. However, I feel like the most important skill I will be bringing to 1012 with me is the way I think about the world around me. I find myself noticing elements like balance and efficiency in everything, pointing out what I like and critiquing what I would change. In 1012 I plan to pay attention to everything. I feel like it is not the individual skills compiled in 1011 and 1012 that are important, but the collection of all the skills that is truly imperative. PART 3 • the instructor was like the conductor. He helped the class through the assignments and answered our questions, but it was up to us to make the art. • the project or exercise brief/handout are guidelines for what I was expected to accomplish and turn in for each exercise • the review process (pinup, final jury) is the compilation of all my work. It gave me a sense of relief and accomplishment to show off the final product. • the inquiry book is almost like a journal. It serves as a album of my work with text describing different aspects of the piece • your fellow students are my teammates. We feed off each others ideas and help make the hours spent in studio bearable. • the studio space itself is a place where I spend too much time. It is kind of like my second home. I think the CFY approach to learning is way more effective than any other style of learning. The overall format of the class, with its hands on approach and the one on one time with instructors are extremely helpful and rewarding. PART 4 I think the exercises unfolded in an order that consistently challenged the student. It started with the refining of skills, then moved into the application of the skills, and in exercise three we were given free reign to use these skills in whatever way we pleased. The third exercise was my favorite because it allowed for so much variation. We were allowed to pretty much do whatever we wanted, and the results were awesome. It is not very often that we are given this much freedom on an assignment and that alone made it fun. Dorian Pirau 1. I think that each exercise built on the previous one which lead to a great learning experience. I think that my skills have grown tremendously as a result of these exercises. I started not being able to draw at all, and ended with good drawing skills, Photoshop skills, and a different view of the design world. When I now look at a shadow, I see the different aspects of it, that we explored in exercise one, when I look at drawings and works of art, I can now asses them better of whether they are successful or not, and what is or isn’t so successful about them. I see the different aspects of designing with the help of exercise three, however when designing something one has a goal in mind, and with exercise three we were just merely riffing. I am still a little mediocre at creating models, because I did not create many models, however I believe that next semester will asses that with the creating of a model of a cube. 2. All of my different skills that I had developed in 1011, I will take to 1012 and will try and build upon them. The thinking about the design world will also be taken with me next semester. I expect to do more drafting next semester, and I am looking forward to that. 3. The role of the instructor is to guide the students to develop new skills and to help critique the work, and what is successful or not about the drawings. The project is a guideline that the instructor can tweak in order to better fit his teaching style or the learning style of the class. The review process is supposed to provide closing to each exercise and is supposed to further develop the students knowledge by providing views of people outside of the class. The inquiry book is a gathering of the thoughts and drawings that the students have created over the semester in order to provide a sort of portfolio of the work as well as information about the drawings. The fellow students are catalysts which pushes me to create the best quality of work possible so that I can compare with others and see how well I fare, as well as provide companionship through ought the class by working together on projects. The studio space is a learning environment. The studio is more open, more liberal, where students and teachers seem to be on the same level with the common goal of exploring the design environment, whereas a lecture hall is impersonal and strict. 4. The first exercise was supposed to introduce the tools that architects and designers use, and the techniques used by them in designing a building or an object. Exercise two required more critical thinking, and required the students to asses an object from many different points of view, one example being the fabrication style. The last exercise required us to create something new by leaving the limits of the real world through riffs. My favorite was the third one because it freed the student’s creativity, and let each one develop their drawings the way they wanted to. David Brimanson Part 1 I feel like the reflection prompts were healthy for the learning experience, forcing me to take a step back, realize what I did and why I did it. This also gave me framework as to how I would approach upcoming exercises, improving on each as the semester went on. Some exercises served as a layering effect within themselves. Also I feel that each exercise layered each other in that exercise one built technique and taught us to see, exercise two provided us with the investigation tools necessary to learn about an object, and exercise three taught us to communicate drawings that reveal variance. As a whole, each exercise taught me different approaches in achieving a task. I can clearly see that communication can be represented just as clearly through drawings as through words if done properly. Studio has also taught me how to achieve smart play, by strategically organizing thoughts before producing. Before, this never occurred to me as an important task in creating good work. Part 2 I will ask questions even if I feel they are stupid and of no importance. Not only will I ask questions directed toward my instructor, but I will also direct my question towards my classmates, considering I have learned a lot from them in 1011. In 1012, I will focus more so on the goals of each exercise and how I can produce successful work through smart play. Part 3 Instructor- The instructor was our source of knowledge. He also guided, prepared, and engaged himself as well as us (students) into each exercise by creating a fun learning experience. Exercise handout- Provided the boundaries and guidelines as to how we could carry out an objective and also served as our framework of inquiry. Reviews- Gave student an outside perspective on work, creating a hole new avenue of how to approach upcoming exercises. Inquiry book- Provided initiative for me to produce my best work. The inquiry book also made me question myself on several different aspects of the exercise. Fellow students- I did not look at them as my fell students or classmates, but as teachers themselves, providing me with insight on my own work and revealing to me their two sense on how to achieve a successful riff, drawing, or model. Studio- Provided a welcoming, fun, atmosphere, one unachievable anywhere else in the college learning experience. Thus far studio has been a positive experience, providing a social center along with a unique method of learning. Part 4 Example one taught the student to artistically represent simple forms on paper. We concentrated on curves, bends, breaks, gradations, and values; practically anything tangible. Example two expanded on this idea, and forced the student to no longer visualize an object for its physical form, but to investigate deeper. Considering what we had learned in exercise 1, we were given the freedom as to how we would approach our work whether it be the choice of medium or procedure. As for exercise three, we no longer investigated a form in order to understand each intricate detail. Instead, we created the components in exercise three that we investigated in exercise two (if that makes any sense). In exercise three we worked from the ground up whereas in exercise two, we worked backwards trying to understand why the object was made the way it was or why it serves a purpose. I really enjoyed exercise three because we created a process that ultimately ended in a final result that was much more rewarding then in any other exercise. Rachael Jacob ONE After reading my past reflections, it’s interesting to see how much I’ve learned since the beginning of 1011. Having changed my major from INTA just a month before coming to Tech, I wasn’t quite sure what to expect in CFY, and it’s interesting to see how my interests, perspectives, and outlook on the future have changed. It’s also neat to consider the skills I have learned, and to see how I picked them up. It seems that I struggled with most new methods when first faced with using them—for instance, I had quite of bit of trouble when we first started covering drapes and light patterns. With most new skills, however, I was able to eventually grasp the concept presented. I have much more confidence in myself in terms of skills, understanding, and perspective, but I still have to work on refining my practical skills (like drawing straight lines free-handed!). I never considered the idea that there were so many different “styles” of drawing, and so many ways of representing an image or idea. It was especially enlightening to start building models as a way to represent a concept—I found that I really enjoy creating 3-dimensional representations, and that I do have some skill with Bristol-paper models. I’ve also noticed a change in the way analyze and view things; I now endeavor to investigate something from varying angles and viewpoints rather than from a single perspective. TWO I will definitely carry forward my improved ways of analyzation and investigation, but I think that all of the skills we have learned in 1011 will carry over to 1012. I plan to improve the techniques I have already learned as well as to focus more on embracing new skills and using them to their fullest extent rather than being afraid to explore with them. THREE The role of the instructor in the studio is to instruct students on how to employ new techniques and skills, and to then correct and critique the students’ individual work while allowing them to still have semi-free reign over their work. In this manner, the work in studio is not just a series of basic assignments—it is much more personal than that, because each student has a different style of work and the instructor must modify his or her assessments to fit each individual style. The inquiry books serve as an extended process board, allowing students to see how their work has developed. The review process serves not only as a “test” of a student’s skills; it also serves a sounding board for a student to express their ideas and to have them critiqued, expanded, etc. Fellow students are similar; everyone bounces ideas off of each other, and also set standards for each other through work. The studio space itself is great because students don’t feel confined to a single desk or area—everyone moves around, trades ideas, and are generally much more relaxed in the studio than thy would be in a typical classroom. The studio experience promotes creativity through the freedom given in assignments and learning space, something you wouldn’t necessarily find in a classroom or lab or job. Also, the student-instructor relationship is much more informal than the typical student-professor or employee-manager relationship, so students feel much more comfortable with asking their instructors or guidance or when receiving criticism on work. FOUR In my opinion, the first exercise endeavored to give us the basic skills that we would need for the rest of the semester. We started out fairly simple, learning drawing styles and working with charcoal and different pencils, and then gradually moved on to work with more detail—perspectives, light play, etc. This set the stage for Exercise 2, which moved several steps forward in asking us to now analyze an object on multiple levels rather than just drawing what we saw. We employed skills learned in Exercise 1, but enhanced them through multiple investigations and research. There was much more thought involved in Exercise 2; it taught us to see past the surface shell of an object and to be able to envision it in varying environments, circumstances, etc. Exercise 3 finally introduced us to abstract thought (and taught us not to be afraid of abstract ideas). Here, it was all about reformatting, modifying, and connecting our work back to the original object, and to see traditionally mundane objects in a series of different lights. While it was the hardest exercise for me to grasp, Exercise 3 was my favorite. It took me a long time to adapt to “intelligent play” and riffing, but I really enjoyed the work I did for Exercise 3, especially since a lot of the ideas presented were much more abstract than practical and there were so many possibilities in terms of where to go next. ONE I have improved in so many areas since the beginning of the semester. I had never taken any type of art class before in my life and did not know hardly anything about it, but I have learned so much more than I ever imagined I would. I remember the first week of studio we were doing the blind drawings. This exercise probably helped me the most because it taught me to draw what I see and a not to draw by using symbols for what I thought I saw. This lesson applied to the rest of the semester and helped tremendously. I also learned about different types of representing my ideas, like models, charcoal, and picture series. TWO I think an important learning that will carry on is the ability to represent what you’re thinking. Everyone will have very creative thoughts and ideas that they will want to carry across, but it can’t be portrayed unless represented in a good and productive way. In 1012, I would pay attention to time more than I have in the past. Procrastination is not an option in studio. In order to encourage you to play an active part in your own learning, we would like you to think about and respond to the following: THREE Instructor- He was the person that gave us ideas and critique on our own ideas. I think it would be so hard to pin up work that had not already been looked at and observed by someone that is well educated in the subject. Project or exercise brief/handout- This gave us the points to pay attention to in each exercise. The papers also let us know what to include/not include in our work that would make it successful. The review process- This gave us the ability to see what other people felt about our work. We’re used to the opinions of our group and our own instructor and it is nice to see an outside opinion. The inquiry book- I think this gives us a way to look back and see the thought and processes behind or work. Fellow students- This is another important way to get other views on our work. We all felt comfortable with each other, so it was easy to give and receive help. Studio space- This really just gave us the tools and room necessary for our work. The environment in studio feels very loose and free. I think this is necessary to relieve us of some of the stress that comes with the work load. FOUR EX 1- Learning different methods of description (lines, movement, value, tone, and studies) Ex 2-Studying and describing an object and all of the areas of that object. Ex 3- Designing by building off of a different design. My favorite exercise was the first one. It just taught me so much that was also used in the other two exercises. Jasmin Gonzalez Part One Yes, there are patterns in the learning of each exercise. Each exercise builds upon the others. The skills learned in the previous exercise are employed, and at the same time, new skills are emphasized. Also, the skills learned had a purpose directly related to the goals of each exercise. I do see a growth in learning, but not as cumulative as I would like. I feel like I sometimes forget about the learning that occurred in previous exercise, and I do not apply the skills and understanding I already gained. I feel I should be at a higher level of thinking than I am. Nevertheless, I think I have gained confidence over the length of the semester. a.)Before 1011, I noticed mostly the aesthetic qualities of drawings and other types of representations. Now, I try to see the greater meanings and purpose behind them. b.)The process of formulating and exploring ideas is much more difficult than I thought. I think my exploration is too superficial sometimes. c.)I have always thought analysis and inquiry are incredibly important in anything I do. I think my questioning is a big reason I have gotten this far. However, I have found I need to analyze and question at a higher level than I have up till now. d.)I think I have expanded my ideas on designing. I knew before it was not just about drawing pretty pictures but about solving problems and creating something that will fulfill needs with the resources available. Now, I have encountered it first-hand, and found there is a great and complex process behind it. Part Two I hope to carry forward observation, description, and investigation skills, but most importantly, I want to take forward the critical thinking part of the learning process from 1011. I want to focus on developing a more mature level of thinking, so I plan to pay special attention to the types of procedures we undertake and the concepts we are supposed to grasp. Part Three The instructor guides and gives insight into the process, such as examples of how to go about it or examples of results. He or she also helps us question, criticize, and refine our work and work methods. The exercise handouts describe the goals of the exercise and the process that should help us achieve them. The review process is a way to step away from and observe our work from a different perspective. It gives us a chance to analyze our work and identify what we see as our successes and failures and what others, including our instructors, our classmates, and outside reviewers, see in our work. The review also allows us to criticize our classmates’ work and to compare and contrast the work within our section as well as the work across other sections. The work across sections differs significantly considering we all use the same exercise guidelines, and it is interesting to see the variety of work different interpretations of those guidelines produce. The inquiry book served as a place to step outside the guidelines for a while (at least for our section) and do some different work that still related to and contributed to the exercise. My fellow students were of course a very important part of studio. They provided a standard against which I could measure my own work and understanding. I often asked for opinions, ideas, and advice because it was valuable to have feedback from people at a similar level as me. I wanted to balance the ideas of my instructor as well as my classmates’ and my own. The studio space is the place where the interaction of ideas takes place. Action, thought, and the exchange of ideas take place in the studio so it is important to fell comfortable in that environment. The studio learning experience is very different from other types of learning because it is a place where all they all come together. In studio, we learn skills and learn how to apply them. We exchange ideas through group discussions, instructor-student discussions, reviewer- student discussions, student-student discussions as well as through visual presentations. We experiment! We learn and we teach. We work, work, work! We do collaborative work, work overseen by our instructor, and completely individual work. We undergo every type of learning experience in one environment, and I think that is what makes studio so unique. Part Four Exercise 1 focused on observation and description skills; we were taught how to describe. Exercise 2 focused on using description skills to enhance observation (once again) and investigation skills; we were taught how and told what to investigate. In exercise 3, WE chose what and how. We chose what we wanted to explore and how to communicate our discoveries. We needed Exercises 1 and 2 as foundations before we could build in Exercise 3. I don’t think I have a favorite exercise. I liked different parts of each. I really enjoy drawing, and unlike many people who were frustrated with the long hours spent drawing for Exercise 1, I could have kept going forever (if I did not have other classes and did not need food and sleep). I liked the investigation process of Exercise 2 and discovering that there is SO much that goes into the design process. My favorite part was when I did my own little experiment to contribute to my investigation. In Exercise 3, I liked being able to use my own ideas throughout the whole process although it was also the hardest part because sometimes I either had too many from which to choose or none at all. Cassandra Syfrett ONE
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I really enjoyed the studio learning experience. I was once a Biology major and thoroughly enjoyed the labs, which encourage hands-on learning. The studio environment is very similar in that you get a one-on-one kind of experience with the instructor. Studio could also be compared to a recitation in any other class in that it encourages open group discussion and interaction, another concept of which I am very fond. I think studio can sometimes bring people out of their shell just by the social nature of the environment. It encourages free thinking within certain bounds, which can often be found in design based jobs. FOUR There was a very logical progression throughout the exercises. Exercise 1 was about learning to draw, seeing the world for what it is instead of summarizing it, and becoming more comfortable with the tools we use to design. Exercise 2 was about using the drawing techniques we learned in Exercise 1 to exploit the world around us. We were encouraged to use those concepts as tools for investigation of an object. We were no longer focusing on the world in general terms of art or general terms of description. We were to formulate a question which we answered using various techniques, tools, and descriptions. Exercise 2 left us educated and inspired from intense focus on one object for an extended period of time. Exercise 3 allowed us to apply this inspiration in a new, creative way. Riffing called for new tools using old observations. For example, we have long observed that this object can be separated into multiple-sized rectangles, but how can we show this digitally? Exercise 3 allowed us to use a different part of our brain from the first two exercises. Some people ended with a concept, others with a completely new object worthy of the close attention paid in Exercise 2. Here we begin to see the cycle around which the design process revolves. Observe. Investigate. Create. Observe. Investigate. Recreate or create something new. sarah scholz One • What strikes me as interesting and worth commenting on is how we never really saw the big picture. Each exercise started as a straight forward description of what each individual assignment was and how to do it. Then we began to see how the assignments were linked together. But only now can we see how all the exercises built upon and were improved by the one before it. • A pattern I noticed in my own work was that when I thoroughly read the exercise sheet from the beginning of each exercise, I was able to put these pieces together better beforehand and my work even turned out better and more coherent by the end. • I have absolutely noticed a growth in many things as a result of my 1011 class. First is simply my artistic skill. My standards for myself in this area are higher now, even if my work doesn’t always turn out like I’d like, I expect more of myself. I’ve also become more creative about the way I learn things. I realize I need a lot of visual learning and have seen the connection and similarities in thought processes of myself and my classmates and instructor. I also see perspective everywhere now. Every building I walk into is a combination of lines I can learn from. • a) Again, I expect more of myself in terms of my own drawings and representations. Sometimes unfortunately, I see the error in others’ visual representations as well now. b) My process of formulating and exploring ideas has become a little more creative but I think that creativity is something you’re born with and cannot be learned. I’m now trying to find ways that encourage my creativity to exhibit itself through the formulating and exploring of ideas. c) analysis and inquiry are two things that were completely new to me this semester so there is no pre 1011 except the absence of these. Any skills in art/design analysis and inquiry are newly acquired and post 1011. d) My pre 1011 design experience was all need/function based, such as the construction of a playground out of 2x4s (with help obviously) or a giant accuracy based projectile launcher for physics class. So this was also relatively new because it was very much based on aesthetics as well as use and function. I think I’ve learned by doing now, instead of just seeing because anyone can see a design and decide whether or not they like it but to have been involved in the process I feel gives me an advantage in the design analysis. Two • The “learning” in 1011 that I think will be carried through to 1012 is the vastly art lessons that came out of exercise one, the dedication to long hours in the studio, of course, the complicated and layered way of looking at an everyday object, and the new thought processes that I’ve had to use in all the aspects of design mentioned above. • In 1012 I plan to pay special attention to the sheets handed out before the exercise begins because apparently, they’re helpful! I also want to pay special attention to my classmates so I can learn from their work as well. Three • The instructor- is there to guide our thought processes down new paths they would not have otherwise taken while still keeping us on track in terms of quality of work and maintaining the information we’ve learned in the past in our present projects. • The project or exercise brief/handout- is to give us a purpose in what we’re doing. To know where we’re going and why is helpful to optimize our learning and keep us on track. • The review process- gives us other’s insights into our weaknesses and strengths. Especially after working on something long and hard, it is often hard to see these ourselves. • The inquiry book- helps to track our progress as well as keep records. • My fellow students- are available for much of the same reasons that the reviewers are: they give new ideas, input, and perspective into our process on a daily basis. • The studio space itself- is meant to be condusive to creativity while providing a space for our work, storage, and peer evaluation. • He studio space feels like a student’s space. There are plenty of instructors but even they are learning in the process, and the massive number of student causes the studio to feel much like a large and fun kindergarten art class where students largely lead themselves and yet are still challenged and growing. Four • The goals for exercise one were mainly to give us all basic comprehensional skills to be competent in later exercises. It also evened out the skill levels a little bit for all the new architecture students. • Exercise two’s purpose was to force us to look beyond what we see in an object based on simply our past experience with it and more into how and why it is made the way it is. If we know this, then theoretically, we have the skills to invent ourselves. • Exercise three was to test out this theory. Find out what happens when design is altered and to make us think in new dimensions. This in turn allows us to meet our creativity’s full potential. • My favorite was exercise one because I love art and to master the basics is an achievable, more solidly measured, and exhilarating goal. The creativity has more space to move in this stage as well. Although it can move down one path further with other exercises, there are shallower, but more ways to be creative in these first exercises. Link to this Page
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