FALL 2020
DESIGN 1 PORTFOLIO
EMMA DETTER PROF. ELISA LANZUTTI
TABLE OF CONTENTS PROJECT 1: DIAGRAMMING NEXUS………………1 PROJECT 2: TOPOLOGICAL TRANSFORMATIONS…………………………….……..2 PROJECT 3: VISUAL HIERARCHY……………….3-4 PROJECT 4: CREATING PATTERN, COLOR, & TEXTURE…..…………………………………………...…….5 PROJECT 5: MAKING PLACE………………...…….6-7 PROJECT 6: EXPANSIVE SPACE……………….8-10 PROJECT 01: SIGNIFICANT ARTISTS………….....11 PROJECT 02: CRAFTING CUBES & CYLINDERS………………………………………………..….12 SEMESTER REFLECTION………………………………..13
DIAGRAMMING NEXUS The Nexus project is designed to introduce students to collaboration with other classmates within a small group. Unfortunately, the group I was placed in dwindled down to just myself and Owen Quinn, making it difďŹ cult to focus on just one area of our lives. Instead, this graphic shows our similarities and differences that were established previous to attending Jefferson, our similarities at Jefferson, and what we hope to do after we graduate.
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TOPOLOGICAL TRANSFORMATIONS The purpose of this project is to introduce the students to different types of complex and useful drawings such as sections, elevations, and axonometric drawings. Each student could choose an item to recreate and then construct 4 models with vertical layers of cardboard, horizontal layers of cardboard, egg-crate style, and one material designated by the student. For this project I chose a high heel bootie, pictured on the far right. Pictured on the bottom right are my sections, elevations, and top view of the shoe.
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VISUAL HIERARCHY This project is all about creating a 3D object based off of a 2D painting, very similar to what one does with elevations and other drawings. However, it was completely up to the students to decide what was transformed into lines, points, or planes. The only absolute requirement was that one side of the completed model had to look like the painting. Project 3 proved to be one of the most difďŹ cult projects due to the intricacy of the Mondrian painting I was assigned to recreate. The top image is the Mondrian painting, New York City I, and the bottom image is the side that aligns with it.
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VISUAL HIERARCHY Previous examples shown of this painting all primarily used horizontal and vertical planes, I did not want to do the same thing so I opted with only using lines created from basswood sticks. A huge part of creating this was ďŹ guring out which lines were intersected by other lines. Also, no one before had worked with the space in between the lines so I chose to highlight the dominant areas and create solids out of those spaces. When the model is rotated a certain way, the solids resemble skyscrapers in a city skyline.
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CREATING PATTERN, COLOR, & TEXTURE This project was definitely the most laid-back and fun project this semester. Making the stamps was a new experience and I created one using the whole rectangular 2”x 1” art gum eraser and cutting a series of lines creating a triangular pattern that when put together, created different types of squares. Although this project was short, it was one of my favorites.
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MAKING PLACE After reading Calvino’s Invisible Cities, we had to choose a city which we then built a landscape based off of the selected city. I chose Despina, as described by the lettered text below. This city seemed the most interesting to recreate because it created such a clear visual in the reader’s head. The final model directly correlates with the arrangement of cubes used to create the site plan and correlates with the meaning of the city as well.
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MAKING PLACE
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Section 2
Section 1
Top View & Site Plan
Below are more pictures and drawings of the ďŹ nal model, including the site plan and sections.
EXPANSIVE SPACE Project 6 built upon the previous project, Making Place, as we used the same city from Calvino’s Invisible Cities for inspiration. This project was the final project of the semester so all of what was learned in the other projects was utilized in this one; creating a 3D space from Mondrian’s paintings, using pattern and texture from Project 4, and using visual hierarchy from Project 3, just to name a few. Again, arrangements of the cubes were used to create sections that were then used to begin the process of designing the structure on the landscape. Below are progress photos and diagrams.
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EXPANSIVE SPACE Shown here are some images of the ďŹ nal model depicting the front view with and without the roof (top row), the left side view (bottom left), and the rear view without the roof (bottom right).
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EXPANSIVE SPACE Here are the drawings of the ďŹ nal model, including front elevation, a section, the site plan with model and walkways, and the axonometric drawing.
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SIGNIFICANT ARTISTS Partnered with Savannah Spicher, we researched a “maker� known as Gordon Matta-Clark. Before this project, I had no idea who he was but his ideas of anarchitecture were very inspirational and I thought back to him when thinking about concepts for Project 6.
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CRAFTING CUBES & CYLINDERS This project continued over the course of several weeks but was fundamental to understanding the different materials and how they differed from one another. Starting off with chipboard and ending with plexiglass and air dry clay showed such a drastic difference between the materials and the variety that can be used to make the same shape.
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SEMESTER REFLECTION Overall, I thoroughly enjoyed this semester. Design 1 was challenging and has taught me many useful techniques and tools that I will carry with me through Design 10 and beyond. Watching my classmates grow helped me to grow as well. I hope to continue working just as hard, if not harder, and that my skills keep on developing as well. Design 1 has cemented my desire to become an architect and I am willing to put in the time and effort to get there. The crazy part is when approaching each project, it was always overwhelming and I would have no idea what I was going to do. But somehow I was able to figure each one out and now looking back I realize that no matter how difficult an assignment or something may seem, I can find a way to overcome it and do it with my own flare.
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