Fall 07
Common First Year Studio COA1011:
fundamentals of design and the built environment
Welcome B2. Students
Class is 9-12 MWF. Always come prepared with the necessary materials and supplies and be ready to work the entire period.
Unless told otherwise, you will always need your sketch book, art box, newsprint pad and sketch pad. Any additional materials needed for the day will be indicated under the heading for that day. Please check this site the evening before each class.
Cool Exercises
Exercise 3
for M 11.26.07
no homework.
enjoy a great break!
for M 11.19.07
how can i refine the diptych to communicate the richness of this design proposal?
in class
. ex 3 interim review (mock competition)
. interim review.doc
....Are these (or Is this)design proposal(s) drawing full strength from the rich riff?
....Have I exploited the diptych?
....To what degree are my 'fascinations' legible?
due
. half panel pinned up by 9:05 in SE crows nest
. 20"x30" Before sandbox
. 20"x30" After sandbox
. eight 11x17s as supporting evidence
bring
. all ex 3 work
. pushpins
. studio journals
. your inquiring mind
for S 11.18.07
. refined week two summary posting
for F 11.16.07
how can i exploit the diptych to communicate this design proposal?
in class
. generating proposals
. week two summary posting
. ex 3 wk 3.doc
due
. refined sandbox
. round 3 riffing complete:
.....in illustrator
.....models and
.....drawings
.....at multiple scales
.....across categories
bring
. all ex 3 work
quality check:
. mode of operation is expansive and generative
. specificity of readings are maintained
. riffing moves broadly and deeply
. constants are intelligent
. variations are broad
for W 11.14.07
. ex 3 wk 1.doc
. ex 3 wk 2.doc
in class
. peer and self critique.doc
. riffing continues
due
. week one summary post
....username cfy. password upload
. refined, articulate "Before"
. productive 2nd round of riffing
bring
. ex 2 sandbox components
. riffing materials in all media
. a dictionary - if you need vocabulary support
quality check:
. specific inter-related fascinations are clear
. riffing is smart, deep and broad
. media appropriate to inquiry
Method and Process
Here is what you should have done, what you should be doing, how you should have done it, and how you should be doing it, in regard to Exercise 3
1. Select roughly 6-10 pieces of work from exercise 2 for your sandbox. Try to include a range of different medium as well as various filters.
2. Make a list on index cards of the information that was in each of your toys. The information that you intended to have there as well as any secondary, tertiary or latent information. What information might the medium be suggesting, what information does page layout suggest, what might someone with no knowledge of exercise 2 take from this “toy”, what information do the grids behind the orthographic drawings suggest, etc. I think any of these toys can have 6-10 pieces of knowledge, easy. It can be about direction, force and hinges but not about direction, force, and hinges of the foot in regard to a shoe. No shoes and no feet. If the toy did not prove to offer enough informational opportunity you should revisit the inquiry book and select a new toy. This is intended to help you understand or develop strategies for selecting work and how to see opportunity for deep investigation in existing work.
3. Make a diagram that represents each type of information that you have listed on your index cards for 4 of your sandbox toys.
4. If for example there are 8 types of information in the toy, you need to make a grid on an 11x17 page of 8 squares in which to arrange the diagrams. The thinking is that by keeping the diagrams together and maintaining a spatial relationship to one another, the DNA is kept most similar to the original toy and the original information relationships can still be utilized, if desired.
5. Some toys may have the same type of information as another toy. Should you use the same diagram? Should the diagram be influenced by the other types of information with which it has a relation from the original toy? This relates to the idea and importance of understanding the impact of context on decision making and I would like to stress this relationship. How does keeping the toys around you while you work relate to an understanding of a piece of information in a context of other types of information? I think this would indicate new diagrams for the same information type but we will have to see.
6. For Friday you have been instructed to make diagrams for 4 of your toys (32 diagrams if 8 diagrams per toy, 24 diagrams if 6 diagrams per toy, etc.). Use the riff critique questions from task 1 of week 2 as a quality check.
7. As for the diagrams, explore the capabilities of different medium in diagramming. If you need to make a model rather than a drawing in this matrix of drawings that is fine and encouraged. If you want to scan this page of diagrams and diagram over the top in illustrator that is fine and encouraged as well. Some information may diagram better in 2D while some may work better in 3D. Make sure all of these ideas are considered.
For Friday 10.05.07
in-class
. review homework
. you should have:
. 6 measurement system diagrams
. 1 set of measured drawings with full armature using your most effective measurement system developed during your measurement system diagramming
. at least 1-12x18page for each of the 5 analysis sub-catagories. If you need clarification about those forms of analysis please see me.
. introduce exercise 2.2 - Use and Operation
. ex 2. 2 use and operation.doc
. please be sure to keep up with the reading for each analysis filter on the 1011 ex templates page. They are quite informative
Readings that will help with homework for Monday 10.01.07
. please review the readings listed under the ex. 2 templates. I have provided the link below
. for now you only need to review the readings under the heading "introduction and measure"
. readings that will help with the homework
For Friday 09.28.07
in-class
. review inquiry books pages for ex. 4 and ex. 5
. introduce exercise 2
. ex 2 glossary.doc
. ex 2 intro.doc
. bring your shoes to class
. distribute ex.1 grades
Quality check:
. mode of operation is expansive and generative
. specificity of readings is maintained
. riffing moves broadly and deeply
. constants are intelligent
. variations are broad
For Friday 09.21.07
in-class
. review current progress of your investigations
. introduce exercise 1.5c
. ex 1. 5 c light studies . constructing detailed descriptions.doc
. bring your glass object and any necessary lights to class to continue working
. continue curating work for final review
. review collected work for curation
. review curation compositions
. review and discuss your lists of pedagogical goals for each assignment
. discuss methods for presenting work
. review progress on inquiry books
homework
. finish exercise 1.5c
. prepare verbal presentations for final review
For Wednesday 09.19.07
in-class
. review current progress of your investigations
. bring your glass object and a light source to class
. continue working on investigations
. continue curating work for final review
. make sure you have collected all necessary work from classmates
. review your lists of pedagogical goals for each assignment
. discuss methods for presenting work
. review progress on inquiry books
homework
. continue object investigation
. develop inquiry books
. develop presentation layout for mondays review
For Monday 09.17.07
in-class
. bring your glass object to class
. make inquiry books
. review inquiry book content
. review exercise 1.5a - your investigational methodology
. ex 1. 5 a light studies . experimenting with variables.doc
. introduce exercise 1.5b
. ex 1. 5 b light studies . strategizing investigations.doc
. continue curating work for final review
homework
. continue object investigation
. develop inquiry books
For Friday 09.14.07
in-class
. pin-up and review homework (ex. 1.4c)
. introduce exercise 1.5
. ex 1. 5 light studies.doc
. ex 1. 5 a light studies . experimenting with variables.doc
. create inquiry book bindings
. introduce Indesign and Design Grids
. Gridx20-Template[1].indd
. Gridx40-Template[1].indd
. begin curating work for parents weekend as well as review
homework
. begin developing inquiry books
. layout pages in indesign for each 1.1a, 1.1b, 1.2a, and 1.2b. Include the essential intro text, your work, and reflections on your work in regard to the pedagogical goals. You may need more than 1 page of documentation for some of these.
. acquire glass object for exercise 1.5
. develop method of investigation
For Wednesday 09.12.07
in-class
. pin-up and review homework (ex. 1.4b)
. begin exercise 1.4c
. ex 1. 4c surface studies. defined by light.doc
For Monday 09.10.07
in-class
. pin-up and review homework:
. (ex. 1.3c)
. (ex. 1.4a)
. (Documentation)
. begin exercise 1.4b
. ex 1. 4b surface studies. value relationships.doc
For Friday 09.07.07
in-class
. pin-up and review homework (ex. 1.3c)
. begin exercise 1.4a
. ex 1. 4a mwf surface studies. analysis.doc
. this is cool! take a look!
For Wednesday 09.05.07
in-class
. digital documentation tutorial
. pin-up and review homework (ex. 1.3b)
. begin exercise 1.3c
. ex 1. 3 c - mwf space studies. convergence in detail.doc
. I have added a few new links on the right under "cool art" and "cool terminology".
For Friday 08.31.07
in-class
. pin-up and review homework (ex. 1.3a)
. begin exercise 1.3b
. ex 1. 3 b - mwf space studies. convergence.doc
. I have added a few new links on the right under "cool art". Take a look if you would like.
For Wednesday 08.29.07
in-class
. pin-up and review homework (ex. 1.2b)
. begin exercise 1.3a
. ex 1. 3 a - mwf space studies. figure.doc
. bring cutting mats and metal
rulers in addition to the usual materials
For Monday 08.27.07
in-class
. pin-up and review homework (ex. 1.2a)
. begin exercise 1.2b
. ex 1. 2 b - mwf figure studies. in stages.doc
ex 2. 2 use and operation.doc
|
Cool Tools
cool stuff
. gt online reserves
. building access request
. cfy gallery
cool architecture
. Steven Holl
. Shim-Sutcliffe
. AIA
cool design-build
. Jersey Devils
. Rural Studio
. DBIA
cool industrial design
. IDEO
. Philippe Starck
. IDSA
cool design research
. Design Research Society
. Center for Design Research
. EDRA
cool art
. Marcel Duchamp
. Found Art
. Meret Oppenheim
cool pages
. learning styles
. personality types
cool terminology
. pedagogy
. phenomenology
. morphology
. golden ratio
|
