DESIGN COMMUNICATION
Compilation of my works in the Design Communication module
The module introduces fundamental skills for the appropriate communication of architectural design. It engages different means of visualization and expression of space and spatial ideas through architectural drawings to prepare students with the skills required in design projects. These skills are taught through a series of freehand and constructed drawing held both outdoors and in the studio. The teaching and learning approach for the module will be lecture and tutorial based, with students engaging with blended learning experience during the lecture and tutorial session. The outline mode of delivery is blended learning approach, proportion of face-to-face and use of Online learning (TIMES). The module assessment will be an individual assignment involving a series of summative assessments.
PROJECT 1
ONSITE SKETCHING
A first-hand conscious experience is important in the understanding and articulation of space.
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We are required to produce 5 sketches that demonstrate our understanding of space and basic principles of architecture within Kuala Lumpur in a sketchbook. We were encouraged to use pencil and felt-tip pen as the medium of presentation and using a range of hatching types including cross-hatching, one-directional hatching and scribbling.
HOLY ROSARY CHURCH
RENDERING
CHIN WOO STADIUM
SHADING
PETALING JAYA CIVIC CENTER
CROSS HATCHING
BANK NEGARA MALAYSIA
HATCHING
FEDERAL HOUSE
SCRIBBLING
REFLECTION
WHAT I LEARNT FROM THIS PROJECT
I was able to develop my skills in visualization and communication of architectural idea, space and form. I was also able to further my understanding on the types of hatching techniques. I have also learnt how to improve my sketching skills as well as to increase the speed in which i sketch.
PROJECT 2
FARNSWORTH HOUSE
2AÂ - Orthographic Projections
2B -Â Axonometric ProjectionÂ
2C -Â Perspectives
Individually, we are going to produce 2-dimensional and 3-dimensional drawings using orthographic projections in three phases manually and continuously.
The purpose of this is to explore manual projection methods in architectural drawing emphasizing on architectural conventions, symbols and line quality.
PROJECT 2A
ORTHOGRAPHIC PROJECTIONS
In this project 2A, students are going to produce 2-dimensional and 3-dimensional drawings using
orthographic projections in three phases manually and continuously. The purpose is to explore manual
projection methods in architectural drawing emphasizing on architectural conventions, symbols and line
quality.
You will be producing
- Plan Drawing
- Elevation (s)
- Section
During the workshop session, students will develop the skills needed to produce drawings and it should be
done in pencils progressively every week. You are to incorporate and apply the drafting skills developed
from the workshop exercises using the appropriate architectural drawing conventions, symbols and display
of organization with proper formatting and presentation style. Lastly, all existing draft drawings will be trace
to practice line weights on tracing paper.
PLAN VIEW
ELEVATIONS + SECTION VIEW
PROJECT 2B
AXONOMETRIC PROJECTION
Axonometric drawing is an excellent method of communicating and expressing an architectural idea – be it
as a diagram at a fairly early stage of the design process (ie. conceptual expression) or as a presentation
aid upon finalization of your design. Axonometric drawings are a visually instigating and exciting way of expressing an idea clearly with minimal
words if executed well.
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Following the demonstration in the lecture, use pencil and butter paper to generate an external axonometric
drawing of the building. You are to refer to your orthographic drawings AND the documents for
measurements and information throughout this exercise. After having confidently constructed your drawing
in pencil, proceed to trace your final ink drawing on tracing paper. In the remainder three workshop
sessions, you will generate a ONE sectional axonometric showing both interior and exterior of the
building with simple context of the building.
PROJECT 2C
PERSPECTIVES
This assessment introduces perspective as a mode of communication in architecture. You are required to
construct firstly, one exterior (two-point) perspective followed by one sectional interior perspective
(one-point).
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FOR ONE-POINT SECTIONAL PERSPECTIVE, we are required to first select what internal view you would like to sectionals cut within the building. We also construct a one-point perspective grid rather than a two-point grid.
FOR TWO-POINT PERSPECTIVE, we are required to choose an external view of the building.Construct a two-point perspective grid on a piece of butter paper. After that, Using the information of the space we have selected, draft a two-point perspective using the grid.
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REFLECTION
After completing this assignment, I learnt to introduce design communication skills through architectural graphics. I have learnt how to develop skills in visualization and communication of architectural idea, space and form. Consequently, I learnt of the importance of line weights. as different line weights can be used to convey different meanings of your architectural drawing.
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In conclusion, I learnt how to properly illustrate architectural forms and spaces through visualization and expression of space in the form of manual drawing, as well as learning about how to interpret visual information using two-dimensional and three-dimensional orthographic drawings.
PROJECT 3
Finishing & Presentation (Integrated with Architecture Design Studio I)
The major project requires student to individually explore architectural response within the context of
the site and programmatic requirements of space for self. Students will continue to adapt and apply
skills and technical knowledge of specific discipline including organization, content, presentation
formatting and style to communicate meaning to audience effectively.
REFLECTION
WHAT I LEARNT FROM THIS PROJECT
Carrying on from Project 2, I was able to improve on how to develop skills in visualization and communication of architectural idea, space and form, as well as continuing to properly illustrate architectural forms and spaces through visualization and expression of space in the form of manual drawing, as well as learning about how to interpret visual information using two-dimensional and three-dimensional orthographic drawings.
TAYLOR'S GRADUATE CAPABILITIES
DISCIPLINE SPECIFIC KNOWLEDGE
I was able to put theories into practice, understand ethical issues in the context of the field of study & understand professional practice within the field of study
LIFELONG LEARNING
I was able to learn independently, locate, extract, synthesize and utilize information effectively &Â be intellectual engaged
THINKING AND PROBLEM SOLVING SKILLS
I was able to think critically and creatively. as well as to define and analyze problems to arrive at effective solutions