ARCHITECTURE 20 HAZANNE SIDNEY LIKWONG

ARCHITECTURAL GRAPHICS

PROFESSOR JERRY LUM

MARCH 11, 2015

TABLE OF CONTENTS

Week One: Dog House Study

Week Two: Circular Stairs Study

Week Three: Malevich Study

Week Four: Sand Box Study

Planes Study

Shapes Study

Week Five: Interior Studies

Week Six : Photo Match Study

Week Seven: Cabin Study

WEEK ONE: DOG HOUSE STUDY 1.0

First Attempt:

WEEK ONE: DOG HOUSE STUDY 1.0

Second Attempt:

REFLECTION:

This was my first time hearing about the software, Sketch-up. It was

intimidating at first, because I was surprised on how diverse the tools were. I was

just used to drawing things by hand, but when we experimented with the

program, it actually made my drawings cleaner and more precise. It brought my

ideas to life. The professor also introduced the basic tools that one might use in

every sketch-up project, like:

The Pencil Tool where lines and edges can be drawn with

The Shapes Tool where basic shapes like rectangles and circles can be drawn

The Arc Tools where one can draw an arc

The Push and Pull Tool where you can push or pull a face drawn in your project

The professor also introduced the Axes and Point of Origin where it

is used as a guide for all projects. He taught us about the Pan,

Orbit, and Rotate tool to navigate our way through the software.

He also introduced the Different Views that you can set when

working on your project. He assigned us to do a simple dog house

for our first project as an introduction to the course. He guided as

well along the way in case anyone is going to fall behind.

REFLECTION:

First Attempt:

WEEK ONE: DOG HOUSE STUDY 2.0

WEEK ONE: DOG HOUSE STUDY 2.0

Second Attempt:

REFLECTION:

The professor had us practice our new acquired skills from the last project. He

had us do another dog house, but with more complex shapes and structure than

the previous one.

The professor also taught us about elevation through stairs

He had us practice using the Line Tool and we created layers that soon

created height differences

He also taught us how to make a dome by using the Circle Tool

We also used the Guide Lines to aid us in this project

The Push and Pull Tool also played a major role in this iteration and we learned

how to add and subtract structures by using this tool.

REFLECTION:

From the first iteration, I am started to feel less intimidated about

the course and saw the pace that this class goes through. I had to

adjust to this pace, which wasn’t as troublesome as I thought it

would. I also had fun with applying colors to the structures’ faces.

We also got to download objects from the 3D Warehouse as the

professor introduced it. I thought to myself that this was very easy

and more time conserving than drafting and building models by

hand. This course is more suitable for me.

WEEK TWO: CIRCULAR STAIRS STUDY

For this week, the professor had decided to practice more on

different tools. He had assigned us to create a staircase, with his

guidance. At first I was confused on the process of making it, but in

the end I managed.

The Professor had instructed us to use the Circle Tool with 24 sides

We also used the Push and Pull Tool to give depth to our stairs

As for the railings, we use the Line Tool to create the basic shape, but we

also use the Follow Me Tool to complete the railings itself

REFLECTION:

The professor had then instructed us to create our own stairs

inspired by our own designs. It was quite challenging for me

because, for me, I had never thought about designing stairs in my

life, but this iteration has completely changed that.

REFLECTION:

WEEK THREE: MALEVICH CASE STUDY

ATTEMPT:

For this iteration, we had to work with a painting. We had to

create a project based on Malevich’s painting, where we

incorporate some (or maybe all) the forms in the artwork and bring

them to life. We used the same tools such as: Push and Pull, Shape

Tool, Line Tool, and Guide Lines to complete this iteration. The

professor also introduced the Animation in the previous iteration

and we had to incorporate it to this particular project.

Through the Camera Tool, we had to create scenes that will

revolve around the structure to highlight certain parts of the

project and showcase it to your audience.

REFLECTION:

This particular project is actually a project I also did for my other

class Architecture 101, thus I had some idea on how to tackle this

iteration. But design wise, it also required time and imagination to

create a different structure for this assignment. It was actually fun

to explore the Camera Tool, because it feels like you were actually

making a movie or commercial to show off to other people. This

iteration was particularly interesting.

REFLECTION:

WEEK FOUR: PLANES, SANDBOX, AND SHAPES

PLANES ATTEMPT:

SAND BOX ATTEMPT:

SHAPES ATTEMPT:

The professor has introduced a new tool and has asked us to

work with it. For the first part, we crafted “paper airplanes” through

Sketch-Up. We studied how we folded airplanes in real life and we

applied that knowledge into making the airplanes by “digitally

folding” them. We were also asked to create shapes and

manipulate them by combining them to produce more shapes

through subtraction and addition.

We used the Rotate Tool to “fold up” the paper airplanes

We used the Sand Box tool to create terrain for our structures

We used the Shape Tool to make shapes and combine them to

achieve more complex shapes

REFLECTION:

This week was particularly challenging for me because of the

new tool, Sand Box. It’s a fairly simple tool over all if you look at it,

but the only part I struggled with was the Drape Tool. The professor

has asked us to create a path for our structure that was raised up

on a terrain we had made, he also demonstrated to us how to

create a path. I was always having trouble mimicking the steps he

had done, thus I just moved on into making the iteration.

REFLECTION:

WEEK FIVE: INTERIOR STUDIES

Warm, Beckoning, and Intimate Sophisticated, Chic, and Meditative

Cheerful, Airy, and Ethereal Delightfully Mysterious and Though Provoking

For the fifth week, there was a change of pace. The professor has assigned

us to create and design rooms based on four categories given:

1. Warm, Beckoning, and Intimate

2. Sophisticated, Chic, and Meditative

3. Cheerful, Airy, Ethereal

4. Delightfully Mysterious and Though Provoking

We particularly just concentrated on the interior design concept where we

create such rooms to project certain ambiances. We mostly used the 3D

Warehouse for this iteration and the basic tools such as the Shape Tool, Line Tool,

and Push and Pull Tool. We also had to use the Section Plane Tool so we could

see inside the rooms we have enclosed in shapes.

REFLECTION:

This project is actually my favorite one in the entire half-semester of Sketch-Up.

As a person who loves designing and rearranging furnishings and/or ideas, I

enjoyed this iteration. I draw a lot and I digitally paint. At times I’m commissioned by people to draw for them, and sometimes they just give me the description of

what I am suppose to draw. As the commissioner, I am required to meet my

clients’ expectations and I make sure that they are happy with the services that I

provide them with. The Interior Studies iteration just brought me back, and like

being commissioned, you have to pertain to certain rules and tailor make the

clients’ requests so that you are successful in your business.

REFLECTION:

WEEK SIX: PHOTO MATCH STUDY

ATTEMPT:

Week six iteration was quite interesting. I had trouble with it, but I also enjoyed

doing it. The professor had provided pictures that he had taken back when he

was in Japan. Just by using the photos, we had to reconstruct the structure.

We mostly used the Line Tool to achieve the most precise corners and edges to match the scenery.

We were to embed the picture to show that we had reconstructed the

building as close as we can by using the Match Photo option

We had to use the Paint Bucket Tool to recreate the textures and items that

are present in the photographs.

REFLECTION:

This project actually tested my patience and accuracy. I had to

apply and take away my “perfectionist” habit just to get through

accomplish the project. It was quite fun, yet a bit difficult due to

the limited resources we had to recreate the structure.

REFLECTION:

WEEK SEVEN: CABIN STUDY (FINAL)

For the final iteration, Professor Lum had assigned a Cabin Study for us to

mimic. The study includes both limitation and freedom where we were given a

prompt on how the cabin must look when it is done, but we were to figure out

what and how the cabin is structured. We were to find out what measurements

works or not, and what process will lead to the achievement of this iteration.

We were to use all the knowledge and skills we gained throughout the

semester in the program, Sketch-Up.

REFLECTION:

At first, I was really intimidated and thought to myself that I couldn’t possibly

build such complicated structure. Even though I had been attending classes, I

still missed some days due to personal matters. But when I get back, I try my

hardest to catch up and learn what I have missed so I could get back on track

with the other students. I ask for help whenever I may need it. This iteration did

test what we knew about the program and it wasn’t easy for me. To achieve

some of the details was very time consuming and quite hard to create and mimic. But in the end, I pulled through. I didn’t want to give up after all that hard

work.

REFLECTION:

SLO 1: Create accurate drawings that communicate

simple architectural design intentions.

I tried to always sketch out what I have to do

before I try making it digitally (4)

Apply graphic conventions and standards appropriately

I try to be precise as possible whenever I try to attempt

a project (4)

Relate each drawing within a set to each other to

fully describe significant aspects of a design from the general to the specific

I try to relate past iterations and see what I

could improve from it. (3)

Demonstrate a correspondence between the

design intentions to be communicated and the

graphic representations produced to communicate them

I may not be very good at it, but I try to

communicate my intentions clearly. (3)

Produce drawing that are readable and meaningful to others

I try my best to create a presentable drawing (4)

SLO 2: Analyze the specific intentions communicated

by analog and digital modes of graphic

communication.

I try to decode what the prompt it

asking (4)

Identify the intended message(s) behind the graphic

communication, whether produced by analog or digital

means

I always try to understand what I come

across messages (4)

Assess the integrity of the message(s) – identify the

strengths and weaknesses of the represented

intentions

I acknowledge my weaknesses and still try to

improve on my strengths (4)

Assess the efficacy of the related graphic representa-

tion(s) I always do what is to be done. (3)

Propose enhancements to what is being graphically

communicated I’m always open to criticism (3)

Student Learning Outcome

SLO 3: Apply use of scales, line quality, graphic

conventions, and drawing systems and techniques.

I always try to produce my projects with outmost

precision that I can give (4)

Create clear and appropriately ordered

hierarchies of visual information I always organize my projects and their

information (3)

Compose elements of a drawing in a clear organized

manner that relates visual information on each drawing

and between sets of related drawings

I always try to be creative when it comes to

designing and try to be as neat as I can be (3)

SLO 4: Demonstrate an understanding of the purposes

of various architectural graphic techniques. I try my best to learn these techniques so I can

gain more experience (3)

Identify the similarities and differences between:

Orthographic projections: plan, section,

elevations, and details

I try to memorize these terms by

heart (3)

Paraline drawing: isometric and oblique(4)

Perspective drawing: 1-, 2- and 3-point(4)

Compare and contrast the graphic systems describe

directly above(3)

Demonstrate an integrated use of analog and digital

tools in the process of developing a set of design

intentions

(3)

Student Learning Outcome

ARCH 20 / SPRING 2015 SLO ASSESSMENT v.2.0