PROJECT 1:
DESIGNER'S JOURNEY:
ELEMENTS OF DESIGN
TASK
In this assignment, students were to produce an A5 accordion booklet. The content will consist of elaborations and explanations on the design elements observed from black and white photographs, photograph by ourselves. Other than that students were also required to produce one A3 sheet of analysis from the painting Guernica.
MY REFLECTION
This project deals with the understanding of material poetics in relation to user experience. It is to showcase architectural design informed by material use, environmental sustainability awareness in relation to user needs and the activities involved. The exploration of themes centred around the notion of addressing universal accessibility as well as the spatial experience of physically disabled users in this project will relate to the programmatic requirements in Project 3.
GROUP MEMBERS
Chan Xuan 343017
Chang
Shi Pei
0342740
Muriithi Mugambi Mwongo
340121
FLOW
NARRATION
To move is to be free. When we see a person struggling with mobility, we see only the disability; a yearning for a respite from the struggle, an urge to stay invisible. Here, they respite and flow. Caressing the blades of grass, smelling the flowers along the paths laid out. Moving seamlessly over and under, one with the guise of the undulating landscape. The sun shining and the wind on their face, they find shade. Whatever they may not be able to do with their legs, they do with their hands, nurturing the plants around them, tilling a life to care for, a purpose to revisit. Life is a moving process. We grow, move and progress. And to enjoy, the act of moving becomes intuitive, unrestricted and natural. To enjoy, movement becomes a flow.
DESIGN INTENTION
PRESENTATION BOARDS
PHYSICAL MODEL
REFLECTION
In this assignment, Iearned how to craft interesting spaces that cater to the wheelchair, but inclusive and welcoming to all. I learned to be more expressive and elaborate on the form, despite being restricted by the requirements for the wheelchair bound.
1. DISCIPLINE SPECIFIC KNOWLEDGE
Strategies to craft paths for the wheelchair-bound were applied into the design, together with efforts to ease their journey through the structure.
2. LIFELONG LEARNING
The team was able to understand and emphasize more on the wheelchair-bound, and design by looking in a different perspective.
3. INTERPERSONAL SKILLS
The team was able to make effective conversations and meaningful discussions to come up with a structure that the team was satisfied about.