DIA10005 ARCH COM Brief 2020-3 PDF

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DIA10005 InteriorArchitectureCommunication/ArchitecturalCommunication1 Semester2‐2020SwinburneFacultyofHealth,ArtandDesign,SchoolofDesign UnitConvenor:PhuongDinh;email:[email protected],Tel:92146012 ClassLecturers:HaejuKwon;email:[email protected],Wed14.30 LocTran(Vincent);email:[email protected],Thurs8.30andThurs14.30  

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IntroductiontoBrief This unit will have a number of components and will teach you a variety of different skills. In the first half of the semester, you will be learning the basic skills of orthographic (hardline), axonometric and perspective drawing and simplemodel‐making.Atthesametime,youwillbelearning abouthand sketching,inclassand inyourowntime. In thesecondhalfof thesemester,youwillfurther applytheseskills tomakeasetofdesigndrawings andmodelsfora smalldesignproject. Theteachingprogramwillhavethreepartsdividedupintoaseriesofweeklytasks.Part1containsTasks1A‐1C,Part2 containsTasks2A‐2D(conceptualmodelmaking,handsketchingandorthographicdrawing)andwillbeassessedat mid‐semester.Part3,whichistheskillconsolidationproject,willbeassessedattheendofsemester.Thismeansthat youwillhaveplentyoftimetoimproveyourworkandrespondtoyourlecturer’scommentsbeforesubmittingyour workforassessment.Designlearningisaniterativeprocess,thismeansthatitiscruciallyimportantthatyoupresent yourworkforrevieweachweekandalsothatyourespondtoyourlecturer’sfeedbacktoimproveyourwork.Thisis theonlywaythatyouwilllearnandgaintheskillsquicklyenoughtopassthissubject.Donotleaveallthetasksuntil justbeforetheassessmentperiod.Leavingyourworkuntilthelastminuteisacertainwayoffailingthesubject. Plagiarisms,includingusingmodels,photos,drawingsandothermaterialsfromotherpersonsandunitsinyour foliosandforsubmissionwithoutreferences,arenotallowedandwillbestrictlymonitoredandpenalized. 

Asthisisaskill‐basedunit,studentsshouldbringtoolsandequipmenttopracticetheirskillsandassignmentin 1

classes.Referalsotothetimelinefordatesforpresentationofworkinclass.Thetwosubmissiondateswillbein Week8andWeek13ofthesemester,theexactdate,timeandroomwillbeadvisedlaterinthesemester. Note:Allstudentsshouldbeavailableuntilthefinaldayoftheunit’sassessmentweek,whichistheFridayofWeek 14.Studentsmusttakemajorresponsibilityfortheirownworkaswellastheirownbroaderdesigneducation. Studentsshouldnotmerelybesatisfiedwiththeinformationgiveninlectures,handouts, blackboardetc.,butadding toitwiththeirownindependentresearch.Studentsshouldkeeparecordoftheirworkincasesomethingis accidentallydisappeared(photographallmodels,keepphotocopiesofallbutterpapersketches,back‐upcomputer files,etc.)  Materialsandtools:materialsandtoolscanbepurchasedfrommanyArt&CraftandStationaryshops,Swinburne’s bookshop,RMITbookshop,Eckersley'sArt&CraftonGlenferrieRdor120‐126CommercialRdPrahran),DeanArt,or TattsArtandStationary(oppositetheStateLibraryonSwanstonSt).Duetotravelrestrictionsomeshopsmightbe closed.Giventhecontextofremotelearning,pleaseberesourcefulwithlearningmaterialsandfacilities.Ifyou cannotaccessmaterialsatspecializedart,design,print,scanningshopsyoucanchecklocalstoressuchasBunnings, Officeworks,Kmartoreven$2shopsetc.Theymightalsohavematerialsthatyouneed.Ifyouhavenoaccessto scanners,thereareanumberoffreescanningappsthatyoucandownloadtoyoursmartphonessoyoucanscanyour handdrawingsusingyourphones. 

Part1–ModelMakingandHandSketchingProject (30%,Dues:Week7forMid‐semesterreviewandWeek8Hand‐inforAssessment)

ThispartcontainsTasks1A,1Band1C,whichrespectivelyinvolvemaking3setsofconceptualmodelsand3setsof handdrawing/sketchingofthemodels.  ConceptualModelingProject:Planes,SpaceandForm Forthisprojectstudentswillbemaking3setsofmodelsinspiredbytheworksofseveralmodernistartists,whose worksareimportantbecausetheyinvolvespatialcomposition.Formanymodernistpaintersandsculptorsduringthe twentiethcenturythespacesurroundingandemergingfromthecompositionitselfbecameanimportantareaof investigation.Someartists’workscanbefoundfromthewebsitesprovidedattheendofthisbrief.  Allmodelsshouldbemadefromwhitecard(orthickpapersifdealingwithcurvingsurfaces),whichbestdemonstrate thewayslightgeneratesshadowandshadingeffectsuponthem;Techniques:Folding,Cutting,Peeling,Bending, Sliding,Chopping,Sticking,Creasing,Incising,Shearing,Ripping,Slotting,Breaking.Thewhitecardshouldbestrong enoughsothefinishedmodelswillnotlosetheiroriginalformswhilefreestanding.  Hand‐drawingProject:Planes,SpaceandForm Yoursecondtaskiscloselyrelatedtothefirstone.Itinvolvesdrawinginarangeofmediumsthemodelsyouhave developed(3setsofmodels).Muchofthisdrawingwilloccurinclass,butwealsoencourageyoutodrawoutsideof classtodeveloptheskillsyouaregaininginclass.  Note:BothmodelmakinganddrawingtaskswillrunoverasixweekperiodbetweenWeeks1and7.Youwillbe developinganewseriesofmodelseverytwoweekinyourowntimeanddrawingthosemodels(andpotentiallyother student’sworkandotherthings)inclassfromweektoweek.Theexpectationisthatyouwillhavephotosof3setsof modelsand3associatedsetsofdrawingsofthosemodelsoverthissixweekperiod.  Yourmodelsandassociatedphotographsandsketchesshoulddemonstrate yourexperiences,bothexpectedand unexpected,withinventingandpresentingspacesandshowwhatspatialessenceis,andwhatkindofaesthetic pleasuresarepossiblefromthem. 2

SubmissionFormat:Photosofallthemodelsandthedrawingswill bepresentedasanA3folioforassessmentin Week8.Nophysicalmodelswillbesubmitted,soitisimportantthatyouphotographyourmodelsagainstaplain whitebackground,andkeepallyourdrawings. Reading:‘WhatisDrawing’&DeannePetherbridge.NailingtheLiminal:TheDifficultiesofDefiningDrawing  Task1AModel:CreatingSpacesfromaPaperPlane(make4‐6models) Asapossibleinspirationalsourceyourtaskistoresearchthepaintingsofmodernistartists,suchasthecomposition paintingsbyHenrykStażewski,KasmirMalevichandMoholy‐Nagy,thenmake3Dmodification/interpretation(space making)throughmakingmodelsfromflatpaperorthinwhitecard. 

PhotosofModelsbyM.R.Arens(Itten,J,1975;Arens2006)  EachmodelbeginswithanA5sheetofwhitepaperorthinwhitecard.Studentsexploreandcreatespacesby applyingtechniques,suchasfolding,pleating,scoring,bending,slottingandcutting.Nomorethantwotechniques canbeusedpersheet.NopapercanbeaddedorsubtractedfromtheoriginalA5paper.Studentsshouldalsofocuson thefollowingissuewhenmakingtheirmanipulations:howcanthepaperplanebetransformedintospaceswiththe minimalintervention?  Task1ADrawing:Documentingofmodelsthroughdrawing.  Task1BModel:CreatingSpacesfromaRectangularVolume(make4‐6models) Asapossibleinspirationalsourceyourtaskistoresearchthesculptures/paintingsofmodernistartists,suchas minimalistsculpturesbyDonaldJuddorcompositionpaintings/sculpturesbyElLissitzkyandMoholy‐Nagy,thenmake 3Dmodification/interpretation(spatialmanipulation)throughmakingmodelsfromwhitecard. 

 ModelsbyR.Arens;SculpturesbyD.Judd(http://www.davidzwirner.com/artists/donald‐judd/)  3

Beginwithmakingaseriesofrectangularvolumesfromwhitecard.Thesevolumescanbedifferentinsizeandshape. Studentsexploreandmanipulatespacesviaoperations,suchasfolding,pleating,scoring,bending,slottingand cutting.Nomorethantwooperationscanbeusedpervolume.Nopapercanbeaddedorsubtractedfromtheoriginal volume.Themodelsshouldbeexposedenoughtotakephotographsofinternalspaces.Studentsshouldalsofocuson: howcanthearectangularvolumegeneratedbetransformedintospaceswithminimalintervention?  Task1BDrawing:Documentingofmodelsthroughdrawing.  Task1CModel:CreatingSpacesfromMultiplePlanes(make4‐6models) Asapossibleinspirationalsourceyourtaskistoresearchthesculptures/paintingsofmodernistartists,suchasworks onarchitecturalanalysisandcompositionbyTheovanDoesburg,thenmake3Dmodification/interpretation(spatial manipulation)throughmakingmodelsfromwhitecard. 

 TheovanDoesburg,ArchitecturalAnalysis,CounterComposition(MaisonParticuliere)  Tomakeeachmodelofaspatialsculptureuseamaximumof5planes,whichcanbeeitherinrectangular, quadrangularortriangularshapes.Studentsexploreandmanipulatespacesviaoperations,suchasfolding,pleating, scoring,bending,slottingandcutting.Nomorethantwotypesofshapecanbeusedtomakeamodel.Students shouldalsofocusonthefollowingissuewhenmakingtheirmanipulations:howcanthequalitiesofspacebecreated withtheminimumnumberofpaperplanesandshapes?  Task1CDrawing:Documentingofmodelsthroughdrawing.

 Part2–OrthographicDrawingProject

 

(30%,Dues:Week7forMid‐semesterreviewandWeek8Hand‐inforAssessment)

Orthographicprojection‐isameansofrepresentingathree‐dimensionalobjectintwodimensions.Itisaformof parallelprojection,wherealltheprojectionlinesareorthogonaltotheprojectionplane. Orthogonal‐pertainingtoorinvolvingrightanglesorperpendiculars:anorthogonalprojection.  Task2A‐PencilonTracingPaperOrthographicDrawings1:50(TETSUKAHOUSEbyJohnPawson) ForthisexerciseyouwillbedrawingtoASCALEOF1:50plans,sectionsandelevationsandimagesoftheTetsuka HousewillbeavailableontheBlackboard.Theseimagesarenottoscaleanditwillbepartofthistaskforyoutoscale theseimagesbasedonthescalerulersgivenontheimages.Thescales(1:200orother)givenintheseimagesarenot correctbecausetheseimageswerechangedwhilephotocopyingfromtheiroriginalversion.Thebasicoforthographic drawingswillbe showninclassbyyourlecturer.  Note:Youshouldusea2Hleadandaclutchpencilforthisexercise.(DONOTusepacerpencils).Itisalsoimportant 4

thatthedrawingsareascleanaspossible.Trynottodragyourhandsoverthepaperandthiswillmakethetracing papergreasy.Alsouseanerasingshield.Yourdrawingsshouldalsobearrangedcarefullyonthepagesasdiscussedin class.FinallybuyanA3folderofyourchoiceandkeepyourdrawingsclean/safeinanappropriatefolio. Formoreinformationonthehousepleasedoresearchonthedrawings,photos,interiorviewsanddetailsetc. availableinlibrarybooksandtheinternet.  Reading:‘UnderstandingScale’andMorrison,Philip&Phyllis.(1982).'Lookingattheworld:AnEssay',inPhilip& PhyllisMorrison,ThePowersofTen.NewYork:ScientificAmericanLibrary.  Task2B–Explodedaxonometricdrawing1:50(TETSUKAHouse) YouwillmakeoneexplodedaxonometricdrawingsTetsukaHouseyouhavepreviouslydrawninorthographicproject. Thefinaldrawingswillbeexplodedtotheextentthattheroof/ceilingshouldbedrawnabovetherestofthedrawing. Theextentofthedrawingwillbediscussedinclass.Axonometricdrawingwillbedemonstratedinclassbyyour lecturer. Note:Remembertokeepyourdrawingsascleanaspossibleandtoarrangetheimagescarefullyonthepage(s)in yourfolio. Reading:Plunkett,D.‘Axonometricandisometricprojections’in,DrawingforInteriorDesign.London:LaurenceKing Publishing.pp.42–43. 

 TetsukaHouse  Task2C–One‐pointperspectivedrawing(TETSUKAHouse) Youwilldraw1single–pointsectionalperspectivedrawingsofTetsukaHouse.Thebasicofsingle‐pointperspective drawingwillbedemonstratedinclass.Yourdrawingsshouldshowtheinteriorspacesofbothlevelsofthehouse.You shouldchooseviewpointsthatcanshowmoreinteriorspaceofthehouse.Oneoptionisthatjustimaginethehouse asabox,cutoff1sideplaneoftheboxanddrawallyouseeinsidethebox.Ceiling,wallandfloormaterialsand thicknessesasshowninyoursectiondrawingsshouldalsobeillustratedwherethecuttingplanemeetsyour perspectivedrawings.  Note:Remembertokeepyourdrawingsascleanaspossibleandtoarrangetheimagescarefullyonthepage(s)in yourfolio. Reading:Plunkett,D.‘Axonometricandisometricprojections’in,DrawingforInteriorDesign.Lodon:LaurenceKing Publishing.pp.38–41.  Task2D–Twopointperspective(TETSUKAHouse) Youwilldraw1two–pointsectionalperspectivedrawingsofTetsukaHouse.Thebasicoftwo‐pointperspective drawingwillbedemonstratedinclass.Yourdrawingsshouldshowtheinteriorspacesofbothlevelsofthehouse.You shouldchooseviewpointsthatcanshowmoreinteriorspace.Oneoptionistoimaginethehouseasabox,cutoff2 5

sideplanesoftheboxthatarejoined,thendrawallyouseeinsidethebox.Ceiling,wallandfloormaterialsand thicknessesasshowninyoursectiondrawingsshouldalsobeillustratedwherethecuttingplanesmeetyour perspectivedrawings.  Note:Remembertokeepyourdrawingsascleanaspossible.

 Part3–Skill‐consolidationProject:SpacesofLightandExperiences (40%,DueWeek13with30%forallfolioworksand10%forfinalpresentationlayout)

Forthisfinalprojectyouwillbedevelopingtheskillsyoulearntfromparts1and2tocreateafullsetofdrawingsand modelsbycombiningyourspatialresearchtocreate3interconnectedspacesrepresentingdifferentlightandshade experiences.Furthermorestudentswilllearnthebasicofsitecontextplanandanalysisfordesignviaplanningthese spacesonarealsite.Studentswillalsoimprovetheirskillsinvisualpresentationofdesignworks,suchasmakinga welldesignedpage/presentationlayout,whichincludeselectedworks(plans,sections,elevation,3Ddrawings, modelsetc).  Thespacesyouwilldesignandvisuallypresentaresimplyfortheenjoymentandvisitors’experiences.Youshould select3ofyourbestmodelsand/orsketchesfromthe3setsofconceptualmodelsthatyoucreatedinPart1tobe furtherdevelopedinthisproject.Youwillcombine(modify,adapt,integrateandrefine)these3selectedmodelsto make3interconnectedspaces,exploringlightandwaysthroughwhichyourinteriorscreateexperienceforthe occupant.Youneedtomakeasitevisittoselectaspecificlocationandworkoutthemeasurementforyourproject. WesuggestthatyoureadtheJuhaniPallasmaa’spaperbeforeyoustarttocombine,adaptandpresenttheminthe formsofdrawingsandmodels.Theideabehindtheprojectisthatyoumakethreeinterconnectedspacesthat investigatethequalitiesoflightandspace.Thinkabouthowyoucaninfluencetheexperienceofthepersonwalking throughthespaces.Therearenootherfunctionalrequirements.Thosearespacesthataffectthevisitor.Thescale (sizeofthespaces)isalsouptoyou. ThesitefortheprojectthisSemesterwillbeanopenspaceofyourchoice(localgardens,parksorreservesnearyour homes).Youwillneedtofollowtravelrestrictionruleswhengoingtotheselectedsite.  Submissionrequirement: DesignDrawings:siteplans(1/500),floor‐plans,sections,interiorelevations(1/50),2perspectives,andoneexploded axonometricdrawings(1/50)orconsultwithyourtutorforappropriatedscaleofyourspecificproject.  Models:handinonefinalmodelofthedesignthatshouldbeabletoopenforviewingtheinteriors.Materialsfor model:studentsshouldusestrongwhitecardand/orbalsawoodtomakebuildingmodels.Thebuildingmodelneed tobebuiltonasitemodel(browncorrugatedcardorwhitefoamcard) thatrepresentsitecontextwithcontourlines, lawn,waterfeatureetc.TokeepyourmodelrepresentationfocusonspatialandlightqualitypleaseDONOTuse greengrass,tree,orcolorfulpattern/decorationinyourdesignandmodels.Youshouldmakerepresentationoftree byusingsoftsteelwirethatcanbeboughtinrollfromBunnings.  Format:Allworksincludingphotosofmodelsneedtobe(re)formattedwithwell‐designedpagelayoutonA3pages. Allpagesshouldbenotedwithyournames,unitname,classtimeetc.All drawings and images should have titles and other drawings conventions. ForlargedrawingstheA3paperscanbecombinedbothhorizontallyandverticallyto makepostersorbannerpresentationofyourdesign.      6

WEEKLYSCHEDULE: DIA10005InteriorArchitectureCommunication/ArchitecturalCommunication  WEEK  STUDIOACTIVITIES    ASSESSMENTTASK __________________________________________________________________________________  1 ‐Expectationsandoutcomesforthesubject. TASK:1AMODEL   ‐Discussionoftheequipmentlistandequipment BeginningonTASK    andtextbookrequirementsforthesubject.2A   ‐DiscussionofWhatisDrawing?   ‐DemonstrationofScaleandhowtoscaledrawings   ‐Demonstrationofsimplecardboardmodel   makingtechniques.    ‐Task1AMODEL;Conceptualmodelling.   ‐Task2A:OrthographicDrawings  ‐Reading:WhatisdrawingandDeannePetherbridge   NailingtheLiminal:Thedifficultiesofdefiningdrawing. _________________________________________________________________________________ 2  ‐DiscussionofUnderstandingScale  TASK1A ‐PresentationofTASK1AMODELasworkin continuetoworkon progress     TASK2A  ‐PresentationofTASK2Aasworkinprogress    ‐TASK1ADRAW:Sketching1Aconceptualmodelsinclass ‐TASK1AMODEL:Conceptualmodelmaking ‐TASK2A:Orthographicdrawings  Reading:UnderstandingScaleandPhilipandPhyllis MorrisonLookingattheWorld _________________________________________________________________________________ 3  ‐Discussiononpresentationlayouts(drawinglayout  TASK1A,1Band   andformat)      completingTASK2A   ‐PresentationofTASK1AMODEL/DRAW   &2Aasworkinprogress.    ‐TASK1ADRAW:sketchingtheconceptualmodelinclass.   ‐TASK1BMODEL:ConceptualmodellingProject.   ‐TASK2A:Orthographicdrawings. _________________________________________________________________________________ 4  ‐PresentationofTASK1BMODELasaworkinprogress TASK1A,1Band   andcompletedTASK2A.     completingTASK2A   ‐Demonstrationofexplodedaxonometric   drawingtechniques.   ‐TASK1BDRAW,sketchingtheconceptualmodelinclass.   ‐TASK1BMODEL,ConceptualmodellingProject.   ‐TASK2B,ExplodedAxonometricdrawing.    Reading:DrewPlunkett(textbook)pp.42–43. _________________________________________________________________________________ 5  ‐PresentationofTASK1B&2Basworkinprogress  TASK1B,1C   ‐Demonstrationofonepointperspectivedrawing.  TASK2C    ‐TASK1CDRAW:sketchingthec...