4.2
STANDARD SUBMISSION WORKS
In addition to Unique Submission requirements, you are required to submit the following works at the end of semester Studio Presentation Review for moderation of the quality of your academic performance relative to your course level across all Design Studios offered in this semester. The following deliverables constitute the Standard Submission Works:
PUBLICATION POSTER SET (following three pages as Print Copy for exhibition)
PORTFOLIO (all the pages in this template submit as digital pdf file)
POSTER 1: composed project presentation of images. This poster aims to communicate the strength of your studio project work in the simplest most powerful ways possible through imagery. It is to include: • representations or smaller versions of the Unique Submission Works, carefully composed to convey the most important ideas, qualities and elements of your studio project work so as to cohere as a whole presentation • a maximum 100 word description of the project • very short annotations or small captions to images and diagrams if appropriate
All studio 4, 5 + 6 students are required to submit a digital design portfolio (pdf) formatted to A3 size in landscape format, submitted online via the studio blackboard drop box (tbc) before Final Presentation Reviews.
POSTER 2: project description. This poster aims to communicate your studio project work to a higher level of complexity. It is to include: • A maximum of 200 words that communicate: - What is the project? - Who are the stakeholders for the project and what do they care about it? - What are the issues that your project has engaged with? - Why have you developed the project as you have? • six key images that best communicate the merit of the project in its detail POSTER 3: Learning Testimonial Poster This poster aims to provoke you to (i) reflect upon your learning experience in the current studio semester, and (ii) to develop and describe your self-understanding of this experience in the context of your past design practice experience and future aspirations. It is to include: • A 250 word text reflecting upon your engagement with the stated learning objectives of the level of upper pool studio you are enrolled in (Studio 4, 5 or 6) during the studio experience • A 250 word text reflecting upon your engagement with the specific learning objectives of the particular Studio tutorial you have undertaken this semester • A diagram that aims to communicate the most important aspects of you having learnt new capabilities and design knowledge in this semester’s studio, in the context of your existing design studio practice • 3-6 small images from your studio work that are indicators of the key design practice capabilities and knowledge you developed this semester. Annotate these images with captions and/or an overlayed diagram to ensure that a reader can identify the design practice capabilities and knowledge you believe you are indicating.
STUDIO TITLE: TUTOR:
Intangible Topographies Semester 2, 2009 Malte Wagenfeld & Rohan Dinning
STUDENT NAME:
Benjamin Creek
STUDENT NUMBER:
s3083541
The Portfolio is to be a self-curated comprehensive arrangement of the semester’s studio work, arranged in such a way as to communicate the key aspects of exploration and development in the project work. It will include: • evidence of the paths of investigation you have undertaken during the studio tutorial. This is to include paths of investigation that you ceased to develop, as well as the major paths of investigation that brought about culmination in your project work. • Copy of the above PUBLICATION POSTER SET • copy of learning contracts negotiated with the Studio teacher • completed copyright permission form granting permission for your work to be published online and in print by RMIT. NOTE: All posters are to be A3 size in landscape format utlising the template given. Posters are to be submitted as high quality prints for presentation and as digital files uploaded to the specified online site. ALL STANDARD SUBMISSION WORKS DUE: Week 14 at end of semester review presentation
PORTFOLIO
Train Platform Atmospheric system conceptial illustration
Industrial Design Exhibition Interactive Installation and projected visuals
Collage of different areas of investigation
Working with phenomena produced by human interaction, such as light, atmospheric qualities, air flow and physical degradation, this project aims to make visible the various elements of such intangible typographies. Combining marking machines, pressure switches, projection and visual distortion, this project maps spatial usage patterns by creating interactive responses to topographical changes. From several starting points, including desire paths, digital mapping and environmental behaviour, this project interrogated the design process itself and employed system design methodology to result in a synthesised design solution combining analogue and digital technologies.
STUDIO TITLE: TUTOR:
Intangible Topographies Semester 2, 2009 Malte Wagenfeld & Rohan Dinning
STUDENT NAME:
Benjamin Creek
STUDENT NUMBER:
s3083541
1. Project presentation
Conceptual exploration of path marking/ghosting
Analog distortion effects produced from mirrors and projection
Pressure switch experimentation and projecting to increase scale of effects
Proposed distortion effect within the train platform concept Original illustration of the concept of orientation projections within enclosed built environments
This system endeavours to improve the experience of being within enclosed built environments by creating a virtual window to reveal the world outside. This window is affected by the intangible typographies of wind, air, movement and human traffic within the space. As these elements change, so too does the experience for users of the space.
STUDIO TITLE: TUTOR:
Intangible Topographies Semester 2, 2009 Malte Wagenfeld & Rohan Dinning
Key stakeholders for this project include public transport users and public transport operators. By improving the quality of the atmosphere in these enclosed public spaces, public transport users are given a superior travel experience. Some benefits include improved orientation in the built environment, entertainment for users during off peak times, and a reactive, adapting environments that reflect user patterns.
STUDENT NAME:
Benjamin Creek
STUDENT NUMBER:
s3083541
Conceptual diagram of train platform installation using digital technology
A flexible initial design problem allowed for an evolving process of physical experimentation to define the path of our investigations. This process organically narrowed down the scope of the design problem as these investigations progressed. Individual and group investigations were combined and common ground was discovered that led to paths of interest and directions of development being created.
2. Project description
Upper pool studio learning objectives statement This studio has taught me how to research without have a specific design brief, clarifying design problems in a more exploratory methodology. I have also developed my communication and teamwork skills, designing in a team of individuals with different starting points for their design work. This crosspollination of ideas has been invaluable, as I have come to see how others go about their design processes. Additionally, a host of guest lecturers has opened my eyes to the many career paths within design and the different areas of investigation. Having such an intangible design subject has improved my lateral thinking and creative skills and I feel like my ability to clarify my thoughts within the written format has also reached new levels. I feel more equipped to independently investigate non-conventional design projects. Working with deadlines and working as part of a team where each member is reliant on the others in order to achieve the desired result have been important factors that have ensured a worthwhile experience for all involved. I recognise that I need to continue to develop these important teamwork skills to increase my employment potential and my design skills generally. Finally, this course has been particular good in improving my ability to take my ideas off the page and into the physical realm of the prototype. Concentrating more on the reasoning behind the design and the key ideas within it rather than the final physical product has really advanced my interactive design skills and my skills designing within the braoder environmental context, both issues that have been important to me for some time but have not had the opportunity to be fully resolved in the past.
Example of my initial territory of investigation - Desire paths
Specific studio learning objectives statement Throughout the semester I endeavoured to experiment with my presentation techniques, developing different methods to communicate form and function within the digital media, such as Illustrator based line illustrations, Photoshop mixed media collage, web media and stop animation rendering techniques. Working in a team meant that I was learning as much off my colleagues as I was from the lecturers, including different presentation techniques and web media skills. I learnt a great deal about storyboarding through stop animation video during this semester, particularly learning about rendering individual frames which create video-style storyboarding of visual effects. The use of kinetic models also expanded upon an interest area of mine and taught me some of the difficulties that can be associated with the design of complex objects with moveable parts. Having weekly panel presentations helped me greatly with my public speaking skills and my ability to encapsulate the development of the project succintly. It was interesting to have the opportunity to explore the potential for projection to function as a design medium and communication tool. Projection has an incredible ability to produce large scale interactive prototypes without a reliance on physical manifestation and this has been explored thoroughly in this studio through our experiments and development. Having weekly updates also meant that our team had to be consistent in our development and production outcomes which quickly reinforced the importance of delegation and scheduling in ensuring that these obligations were being met.
STUDIO TITLE: TUTOR:
Intangible Topographies Semester 2, 2009 Malte Wagenfeld & Rohan Dinning
STUDENT NAME:
Benjamin Creek
STUDENT NUMBER:
s3083541
Using photography as a storey board medium eg. documenting the experiments with pressure switches
Ghosting users interaction with space via heat sensitive paint - Jurgen Mayer H. - House Warming Installation – Vitra Design Museum 2007
Experimentation with pressure switches controlling fans, which distort projected images
Early experimentation with pinhole camera’s, later inspired aesthetic of the visual distortion
Fading ‘shy’ wallpaper concept
Experimentation using mirrors and projection to distort images with air movement
3. Learning Testimonial
STUDIO TITLE: TUTOR:
Intangible Topographies Semester 2, 2009 Malte Wagenfeld & Rohan Dinning
STUDENT NAME:
Benjamin Creek
STUDENT NUMBER:
s3083541
Paths of investigation
RMIT Industrial Design
U PPER POOL DESIGN STUDIOS – LEARNING CONTRACT Your name: Benjamin Creek Your student number: s3083541 Your student email address: benjamincreek@gmail.com Which studio tutorial are you undertaking this semester? Intangible Typographies Tutor’s name: Malte Wagenfeld & Rohan Dinning What level studio course are you enrolled in this semester? Grap 1035 Design Studio 5 Briefly discuss what capabilities you are aiming to learn / develop and what challenges you will set for yourself in this studio tutorial: • Developing organizational skills and experience with a self-defining design project Defining brief through intellectual investigation and conceptional experimentation Adapting design methods and procedure to changing emphasis and priorities
• Develop digital methods of illustrating and conceptualizing Stop animation techniques for producing storyboard and video presentations Photoshop and web media to produce conceptual illustrations
• Using projection as a design medium and communication tool Co-aligned with my ‘Projection’ elective to use projection to simulated or amplify effects and communication of design proposal
• Developing my team work abilities and people management skills Working within others schedules and work methods Scheduling and delegating skills
• Develop by communication skills within panel presentation Greatening confidence with public speaking Developing methods of
• Develop my installation and exhibition skills Using alternative mediums for presenting projects to audiences
Please circle the grade that you are aspiring to attain in this course. Your lecturer will then have a clear idea of your actual level of your commitment to the course in view of what you aim to learn and how you aim to demonstrate that learning through assessment tasks: (see over for description of what each grade means) PA Pass 50-59%
CR Credit 60- 69%
DI Distinction 70- 79%
HD High Distinction 80- 100%
In signing and lodging this form I agree to • an active class participation rate of no less than 80% (minimum 80% attendance and participation) • engaging in all peer review and presentation activities • submit all assessment tasks on the due date as specified by the tutorial outline Signed:
STUDIO TITLE: TUTOR:
Intangible Topographies Semester 2, 2009 Malte Wagenfeld & Rohan Dinning
Date: 090806
bc
STUDENT NAME:
Benjamin Creek
STUDENT NUMBER:
s3083541
Learning Contract & Revised Learning Contract
Copyright Release The School of Architecture + Design at RMIT University seeks to publicise high quality work that is undertaken by students and staff. Your work is your copyright. You are asked to grant your permission to utilise example of your work. Typically this means we would like to show your work on our website, at public lectures, in exhibitions and / or in a print publication. In order to do this we seek non-exclusive copyright permission. I Benjamin Creek of 1/100 Curzon St North Melbourne give my permission to RMIT University and its staff to reproduce and communicate my work outlined below in a non-exclusive copyright. Copyright work details: Portfolio & Class presentations fils my project work undertaken for the Intangible Typographies Studio course offered in semester 2, 2009 as part of the Upper Pool Design Studios stream of the Bachelor of Industrial Design program …...………………………………………………………………………………………………………. …...………………………………………………………………………………………………………. …...………………………………………………………………………………………………………. …...……………………………………………………………………………………………………….
I give my permission for the copyright work mentioned above to be utilised for the following purposes: • •
• • •
Made available for public screening and/or exhibiting and/or broadcasting. Made available in electronic format for public digital presentations and on the world-wide-web promoting Industrial Design Program, the School of Architecture & Design at RMIT and the research of its staff and students. Made available on CD-DVD for screening, broadcasting and viewing purposes. Made available in printed book publication format to be distributed internationally. Made available in print and electronic formats for the purposes of a publisher, as directed by RMIT.
I acknowledge that no fee is payable for supplying this work and granting this permission. I the copyright owner, require the following attribution to be made to me to acknowledge the above work being of my copyright (normally just your name): …...………………………………………………………………………………………………………. …...………………………………………………………………………………………………………. …...………………………………………………………………………………………………………. …...………………………………………………………………………………………………………. Signed: bc
Date: 091030
Print your name here: Benjamin Creek
Witnessed by RMIT Staff member (name):……………………………………………… Signed:…...……………………………………………Date:………………………………
copyright release agreement RMIT University & students
STUDIO TITLE: TUTOR:
Intangible Topographies Semester 2, 2009 Malte Wagenfeld & Rohan Dinning
STUDENT NAME:
Benjamin Creek
STUDENT NUMBER:
s3083541
Copyright permission