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ACADEMIC PORTFOLIO REVIEW HARRIET CELESTE FOLLETT LANDSCAPE ARCHITECT SELECTED WORK 09-12

INSPIRED TO DESIGN DESIGN TO INSPIRE

L O N D O N E D I N B U R G H M E L B O U R N E Email hcfollett@hotmail.co.uk Address 56 Burke Road Malvern East Melbounre VIC 3145 Australia Telephone 0431684298


CONTENTS 01 PROFILE 02 INTRODUCTION 03 WORK EXPERIENCE 2008 04 SUBMISSION PORTFOLIO 2008 05 BA1 PROJECTS 2009 - 2010 Introductory Excercise Design: Space and Graphics Reading the Landscape 06 OPEN CITY 2010 My City Too Ambassodor Young Planners Training Workshop Architecrue Academy 07 BA2 PROJECTS Urban Design and Housing Park Design and Management Detail Design

2010 - 2011

08 BA3 PROJECTS Landscape Reclamation Ethnobotany EuryModal

2011 - 2012

09 INTERNATIONAL EXCHANGE 2012 10 ACADEMIC GRADES 11 REFLECTIVE TEXT


01 PROFILE Name Harriet Celeste Follett Date of Birth 08/05/1991 Nationality British Citizen Interests . Antiques . Art galleries/exibitions . Arts and Crafts . Cooking/Baking . Travelling . Walking Personal Qualities Comitted Confident Flexibile and patient Initiative with the ability to work autonomously Willingness to follow direction Willingness to learn Ability to work in team Cheerful personality with a sense of responsibility Skills Art . Graphite, Ink, Watercolour, Textiles. Computer Software Programmes (PC and Mac) . AutoCad, Illustrator, InDesign, Microsoft, Photoshop, Sketchup. Photography .Digital and Film

Personal Description I am constantly influenced and delighted by my journey of life, absorbing and interacting with the landscape. I have had a rich and rewarding life, often surrounded by inspiring natural and built environments with local communities and individuals. Growing up I lived between the City of London and the rural location of Suffolk, followed by invaluable experiences of different countries. Throughout my life I have had a stong passion for art. I am continually inspired by a wide and varied access to art and design sources. I developed a deep love and appreciation of different art, cultures and landscapes. I believe this influenced my decision to study Landscape Architecture. In 2009 I began studying towards a BA (Hons)/MSc Integrated Masters in Landscape Architecture at Edinburgh College of Art. My success on the course has enabled me to achieve my desire to integrate an international exchange as part of my degree. At the beginning of 2012 I embraced the chance to move to Australia to continue my degree at the Royal Melbourne Institute of Technology. To study at both prestigious institutes has been extremely rewarding and provided an invaluable experience. I hope to gain a strong international qualification and continue my success into my professional career. I am a motivated, determined and hardworking student with a dynamic and ambitious future.


01 PROFILE Education and Qualifications

Extra Curricular Activities

BA (Hons) Landscape Architecture My City Too Ambassador, Open City 2010 International Exchange 2012 Tower Hamlet Representative, London, UK Royal Melbourne Institute of Technology, Victoria, Australia . Involves site visits, discussing and working with London CounBA (Hons)/MSc Integrated Masters cillors to influence decision making in London around the built Landscape Architecture 2009-2014 environment Edinburgh College of Art, Edinburgh, UK . Present suggestions and projects to the general public, councillors as well as members of the building industry. A Level 2009 Farlingaye High School, Suffolk, UK Young Planners, Training Workshop, Open City 2010 . Photography A Three day Summer School for Young Londoners . Sociology B . Philosophy and Ethics B . Participated in a series of design activities supported by leading GCSE 2007 Debenham High School, Suffolk, UK . 9 A* - C Work Experience The Landscape Practice 2008 Norwich, Norfolk, UK . Supported design professionals within the office and on site visits. . Work included site analysis and documentation, material research, historical context research, produced presentation documents. . Designed my own solutions to real live projects with assistance of computer aided programmes including Photoshop, InDesign and AutoCAD

practices in the built environment . Present suggestions and projects to the general public, councillors as well as members of the building industry. Summer Architecture Academy, Open-City Four Day Summer School for Young Londoners

2010

. Leading site explorations in collaboration with built environment professionals. . Supporting and leading architecture-inspired workshops. Sessions included ‘super structures’, ‘eco-designing’ and ‘ultimate urban planning’. . Guided and supported children with their work within the design process. Student Rep, Edinburgh College of Art 2009-2010 . Representated students at organized meetings . Involves communication between staff and students . Worked to raise and solve any issues


02 INTRODUCTION

My portfolio documents, in chronological order, my journey and progress as a student of Landscape Architecture. Selected projects reflect significant work of development as both a designer and individual. I begin my portfolio reflecting on work experience that confirmed my decision to study Landscape Architecture. I also review my submission portfolio for entry to the BA (Hons) programme serving as the foundation of my degree. The portfolio showcases projects undertaken in the first three stages of the BA (Hons) programme 2009-2012. I have compilated work as a student studying at both Edinburgh College of Art and the Royal Melbourne Institute of Technology. The portfolio extends beyond my degree including extra curricular activities that have guided and inspired my progress. The portfolio demonstrates the different skills and capabilities I have developed as a designer. It further reveals my enthusiasm and commitment to develop my work. I conclude my individual portfolio self assessing my development within a reflective review. The self assesed review refelects upon the overall acheivements obtained from my BA (Hons) programme.


03 WORK EXPERIENCE The Landscape Practice Norwich, Norfolk, UK 2008 Description I volunteered to work at a Landscape Practice for a week of my summer holidays. I supported design professionals within the office and on site visits. I was able to contribute to the practice across a range of work. Projects covered included park design, urban design, visual and environmental assesment, conservationism and land regeneration. I had the opportunity to design my own solutions to real live projects. This was supported through the use of computer software such as Photoshop, InDesign and AutoCAD. Personal Review This was an invaluable experience that led to a general awareness of the scope and challenges of the profession. The experience confirmed my choice to study Landscape Architecture.


04 SUBMISSION PORTFOLIO Submission Portfolio 2008 Description A series of work submitted for the application to undergraduate courses in Landscape Architecture. The body of work was conducted in my spare time. The portfolio showcases a selection of creative explorations investigating my local area. Included are examples of freehand observational sketches and other visual work including photography and models. The portfolio was collated to demonstrate a creative potential, diversity, individuality and initiative qualities. Feedback I recieved positive comments that were confident about my potential and abilities as a Landscape Architect. Institutes were very impressed with my level of commitment and selfdirection in producing a strong portfolio. I obtained a placement at each institue that I presented my portfolio. Personal response At the time I lacked self-confidence with my work. I was concerned that I lacked artistic merit to gain access to the course. I invested time and effort in developing my artistic abilities that proved successful. I was comitted to portray my passion and enthsisam to study Landscape Architecture. Upon reflection I believe I successfully demonstrated a range of skills and artistic abilities. My portfolio successfully captues the essence of a landscape through a range of media skills. The work demonstrates my creative and experimental approach with a range of media. I believe these qualities can be identified within my current work. In review, I think I created a strong and successful portfolio. I think this work signifies that I need to gain self confidence within my work an issue that remains present today.


05 BA 1 PROJECTS Introductory Excercise 2009 Keir Street, Edinburgh, UK Course Content A short excercise at the begining of the course to introduce students to Landscape Architecture. Description This project was my first piece of work as a Landscape Architect. The aim was to create an attractive structural walkway. Feedback A visually bold and interesting structure demonstrating a strong design orientated approach. Great use of visuals and models to communcate design. Personal Review The visuals demonstrate the photoshop skills I developed through my work experience and photography A Level. I believe these skills served as a foundation for the development of computer software skills. I particularly like the exploration and experimentation of design ideas through model making. I believe this led to a creative and successful outcome. However I beieve the design is unsuccessful in connecting and engaging with the site and context. Overall the project demonstrates a potential as a creative visual designer who is willing to explore and test ideas.


05 BA 1 PROJECTS Design: Space and Graphics 2009 Plaza De Cabildo, Arcos De la Frontera, Andalucia, Spain Cammeo Estate, Midlothian, Edinburgh, UK Course Content A studio based module involving a series of short design projects, site visits and critiques accompanied by technical drafting exercises. An introduction to the basic principles of the design of external spaces. To communicate the design of external spaces through a range of drawing techniques. Learning Outcome LO1. analyse and understand the composition of external spaces LO2. represent simple spatial designs through drafting techniques LO3. design simple spaces and sequences of external spaces Theoretcial Texts Ching, F. (1990) Drawing: a creative process. Van Nostrand Reinhold. Cullen, G. (1971) The Concise Townscape. Architectural Press Reekie, R. F. (1995) Reekie’s architectural drawing. London: Edward Arnold. Concept Moorish Architecture Description The idea was to create a communal square that combined culture and history with contemporary design. Both water and pattern are used due to there symbolic and important reference in Moorish Architecture. I wanted to incoprorate the identity and historical context of the site to create a project that the locals could relate and connect with whilst provinding a sense of ownership. Feedback Response believed the strong featural elements of the design were overpowering and dettracted from the Moorish context of the site.


05 BA1 PROJECTS Concept Nature and Human Development Description I wanted to design a sculptural construction that would reflect my personal understanding of the site. The structure combined both hard and soft materials that reflected the industrial ambience within the estate. The structure incorporated copper and steel that was designed to change appearance over time. The soft materials consisted of climbers that were intended to progressively envelop the strcuture. I wanted to create a continually changing and evolving structure that would present a new exciting experience with each and every visit. Feedback Response were complimentary towards the strong structural element of the design. Emphasis was made towards the need to improve technical drawing abilities. Personal Review Both designs reflect a positive engagement and understanding with the context of the site. The designs are striking and bold that are unsympathetic towards the landscape.The graphical communication reflect spatial qualities however the drafting techniques are inaccurate and informal. The designs are positive in indicating a basic understanding of materials Overall I believe the designs reflect a strong strucutral design approach towards Landscape Architecture.


05 BA1 PROJECTS Reading the landscape 2010 Course Content Introductory lecture and seminars, visual research and documentation in the field. Introduction to the basic principles of physical geography, geomorphology and climatology. Understanding and interpreting landscapes visually. To undertake a simple piece of field based research in an essay format. Learning Outcome LO1. demonstrate an understanding of the basic processes of physical geography, geomorphology and climatology through field observation and analysis LO2. demonstrate an understanding of the evolution of landscape through field observation and interpretation LO3. undertake a simple research project based on fieldwork Theoretical Texts Clowes , A. (1987) Process & Landform: an outline of contemporary geomorphology. Oliver and Boyd. Harlow. Schama, S. (1995) Landscape and Memory. Harper Collins, London. John Donald. Smithson, P., Addision, K., Atkinson, K. (2008) Fundamentals of the Physical Environment, Taylor & Francis Ltd Routledge


05 BA1 PROJECTS Essay Title one The physical geography, geomorphology and climatology of East Anglia Essay Title two How and to what extent did past socities of east anglia shape and influence the land. Sketchbook Field Documentation of Landscapes across the UK Feedback My essays were well researched. Points were made for the need to improve referencing. “ Sketchbook: Excellent! These are really effective sketches showing you really know how to read the landscape.� Personal Review I enjoyed the combination of verbal and visual means to understanding and engaging with a landscape. I believe this has strengthened my documentation of analysis of landscapes. I developed a varied technical knowledge on physical geography. The lectures were invaluable in gaining new knowledge of landscape formations and processes. This has developed a technical understanding of a variation of environments that has been extrmemly benficial towards. I was stimulated and inspired by the human geography essay. This fuelled my interest between the complex relationshi between the landscape and humans. I particularly enjoyed testing new mediums in visual documentation. I was able to develop and explore my drawing abilities. This was an inavluable experience in developing my style. The course has provided a new and insightful understanding and documentation process of reading the landscape.


06 OPEN CITY My City Too Ambassador, Open City

2010

Content My City Too is a London wide campaign, launched in 2007, to enable young people to voice their ideas, aspirations and solutions for the future of London. Forums, peer-to-peer surveys, a major mayoral debate and local community engagement projects allow young people to directly influence change. The campaign provides an excellent insight into the built environment, design, planning and model-making. Decription The role involved site visits, discussing and working with London Councillors to influence decision making in Londonaround the built environment.. This led to presentations of ideas and projects to the general public, councillors and members of the buiding industry. Young Planners, Training Workshop, Open City

2010

Content The Young Planners Programme has trained and supported groups of Young Planners in partnership with youth services and planning departments across London. The programme has also developed intergenerational and peer-to-peer training workshop formats to allow planning departments, youth services and young people to discuss local regeneration issues ensuring that boroughs are able to develop a youth participation strategy that meets their own objectives and places young people within the process at a local neighbourhood level. Description I participated in a series of design activities supported by leading practices in the built environment. Activities included site visits, urban design, model making, and planning and strategy. At the end of the three day workshop I presented ideas and designs to the general public, councillors as well as members of the building industry.


06 OPEN CITY Summer Architecture Academy, Open City

2010

Content A series of creative explorations and workshops held to investigate how cities are designed and built. Teams of young people, built environment professionals, architecture students, and Open-City Educators come together to design and model on a super scale, a new urban quarter in the heart of London, testing out life-size structures, model-making techniques and mapping along the way. Description I was leader to a small group of young people. My duty held responsibilities of leading site explorations in collaboration with built environment professionals. I organised and led architecture-inspired workshops. Sessions included ‘super structures’, ‘eco-designing’ and ‘ultimate urban planning’. My role extended to guiding and supporting children with their work. Personal Review My involvement with Open City offered an invaluable experience. I gained confidence and leadership skills. I was able to actively listen and engage in debate and discussions. Furthermore, the experience fuelled my interest in a new field of landscape architecture concerning the built environment and the local communties. The opportunity offered a means of responding, observing and critiquing the dynamics of urban landscapes. This allowed me to question and critique the relationship between architecture and open spaces. Ultimately this stimulated and encouraged areas for research. I believe the overall experience led to my success in future projects such as the Urban Design and Housing project.


07 BA2 PROJECTS Urban Design and Housing 2010 Aviemore, Cairngorms National Park, Scotland, UK Course Content Studio analysis projects combined with site visits to explore suitable precedents lead on to design projects where design proposals were produced for both Urban Design and Housing layouts following an exploration of alternatives. The course introduces the basic theories and issues involved in both urban design and housing layout.

Harriet C Follett BA2 EXISTING PLANTING

NEW PLANTING

PERMEABLE HARD ROAD

B

GREEN PERMEABLE ROAD

SUDs - SWALE & BASIN

A

Learning Outcomes LO1. demonstrate and understanding of the basic principles of urban design. LO2. demonstrate an understanding of the basic principles involved in housing layouts LO3. design simple housing layouts employing basic principles of urban design.

Masterplan 1:500

HOUSE & GARDEN

Theoretical Texts Lynch, K. (1960) The Image of the City. MIT Press. Lynch, K. (1984) Good City Form. MIT Press LlewelynDavies (2000) Urban Design Compendium. English Partnerships, London.

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07 BA2 PROJECTS Concept Natural Landscape Pattern/Framework Project Description My main focus was to conserve the Natural Heritage of the landscape. I hoped to create a sustainable and inspiring housing development. To achieve an effective and sustainable outcome in the natural and built environment required an intergrated response. The framework of the development was informed by the existing landscape pattern. Understanding the importance between the balance of the landscape and inhabitants formed my design. It was intended that spatial qualities form a relationship between the local residents and the surrounding landscape. The concept uses physical and visual connectivity, continuity and interrelation between spaces. Feedback Tutor feedback was very positive with the concept of my project. It was believed that this resulted in a strong and coherent design. My hand drawn visuals were positivley recieved. However remarks were made on the importance to improve my graphic skills. Persoanl Review I enjoyed discovering a new field in Landscape Architecture. I believe this project begins to reflect my design interests and methodology. The success of the project relies on discipline and reasoning as much as creativity. I discovered the importance to follow housing requirements and standards. The main disciplines extend beyond the conceptual, cognitive and agonic domain to human factors. The project relies on an organization of space and events. My graphics are successful in communicating my design concept and ideas. However I believe my Master Plan is crude and vulgare.


07 BA2 PROJECTS Detail Design: structures & materials Festival Theatre, Edinburgh, UK

2011-2012

Course Content To introduce basic structural principles and to provide the opportunity for their application through the creative development and resolution of a detail design. To enable exploration of a range of materials, commonly used in landscape architecture, and to provide the opportunity for appropriate selection through the creative development and resolution of a detail design. To enable development of graphic communication skills and techniques Learning Outcomes LO1. produce a basic set of working construction drawings with appropriate specification LO2. apply an understanding landscape construction/engineering to the resolution of detail design brief/s LO3. apply knowledge and understanding of landscape construction/engineering techniques including drainage and slope stabalization, retainning and free standing walls, water features, external furniture etc. Theoretical Text Beazley, E (1990) Design & detail of the space between buildings Spon. Blanc, A (1996) Landscape construction and detailing. Batsford. Downing, M F (1977) Landscape construction. Spon. Munson, A E (1974) Construction & Design for Landscape Architects. McGraw-Hill. Strom S. & Nathan, K. (1998) Site Engineering for Landscape Architects. Wiley NY.

Tree Pit Axonometric (Not to Scale)


07 BA2 PROJECTS Detail Design: landscape construction Festival Theatre, Edinburgh, UK

2011-2012

Course Content To introduce basic principles and practice of landscape construction/engineering. To focus attention on the implementation and of design projects through an introduction to professional practice and site visits Learning Outcomes LO1. apply knowledge and understanding of basic structural principles to the resolution of detail design brief/s LO2. select appropriate hard materials to the resolution of detail design brief/s LO3. communicate knowledge and understanding using appropriate and clear graphic techniques Theoretical Texts Dines, N & Brown ,C. (1998) Time-saver standards for landscape architecture: design and construction data McGraw-Hill Landphair, H.C. (1984) Landscape Architecture Construction, Elsevier Lynch,K. (1984) Site Planning 3rd Ed. MIT Press Strom S. & Nathan, K. (1998) Site Engineering for Landsape Architects 3rd. Edition John Wiley & Sons Inc. Untermann, R. (1973) Grade Easy: an introductory course in the priciples and practices of grading and drainage, Landscape Architecture Foundation

Tree Pit Section (Not to Scale)


07 BA2 PROJECTS


07 BA2 PROJECTS Description I designed Festival Theatre to incorporate a simple material pallette of two elements: glass and concrete. I focused on three structural elements within my design. A process of material and construction research translated my design ideas into technical drawings. Feedback Overall I recieved positive feedback. It was commented that I produced a good set of drawings with precise and accurate detailing. It was noted that my technical drawings lacked clear verbal communcication. Personal Review I particularly enjoyed these modules. I invested a lot of time learning AutoCad and developing my computer software skills. I believe I was awarded for my time and effort invested in learning computer software skills in AutoCad. I think I created a strong set of well constructed technical drawings that demonstrate my understnading of materials and construction techniques.I think the legend reveals the detail of research into materials. Further, I developed an ability to research technical knowledge and apply that to practical design solutions. I believe I gained an important insight within the process from design into construction. I think the legend demonstrates a high level of research and investigation of research into materials. Reviewing the work I can appreciate the tutor feeback. I beleive the legend could be clearer to understand with the use of swatches. Further the technical drawngs could be ehanced with the inclusion of a material palette. Overall I believe these modules have been essential towards my development of graphic communication and research skills. The skills that I developed have aided and supported future projects.


07 BA2 PROJECTS Park Design and Management Saughton Park, Edinburgh, UK

2011

Course Content A design problem set in the wider context of an urban park requiring the resolution of a complex and detailed brief. Learning Outcomes LO1. create a spatial frame work appropriate in scale to a park’s functions LO2. demonstrate an understanding of landscape management, ecology and programme in the context of a park L03. resolve creatively the different requirements of varied user groups Theoretical Texts Alexander, C. (1977) A Pattern Language: towns, buildings, construction. Oxford University. CABE Space (2004) Green Space Strategies: a good practice guide. CABE Space, London. Tate, A. (2001) Great City Parks. Spon Press, New York. Rutledge, A. J. (1971) Anatomy of a Park: the essentials of recreation area planning and design. McGraw-Hill.


07 BA2 PROJECTS Concept Productivity Project Description The principle of the park was based on the tri-partite framework - the environment, economy and community. The park was to be productive in these three aspects that contribute to sustaiable development. The aim was to create a public park that encouraged community interaction and engagement. The park was function across a local, district and regional scale. Feedback “An excellent project with a strong concept and well-considered design. Some of your visuals are very charming . Extensive research has enabled a wonderful balance between both functional and aesthic spaces. I look forward to teaching you in the future� Personal Review In response to previous feedback I focused on improving my visuals and graphical communiation. I invested my time in developing my skills in Photoshop and Illustrator. I believe this created a positive outcome. My sections and visuals are effected in communicating both information and ambience. This project begins to explore a more conceptual approach. The work demonstrates a more creative and playful style that lends itself to an indidual quality. This was my first project whereby I considerd maintenance and management. I enjoyed this aspect of the module as it gave a sense of a real liife project. Furthermore I enjoyed balancing a creative design that was also a viable solution. I also combined my research skills from detail design to extensively reseach both hard and soft materials. Overall I am extremely pleased with the outcome of this project. I beleive this project reflects my values and philosphy as a Landscape Architect.


08 BA3 PROJECTS Elective Ethnobotany, Royal Botanic Gardens Edinburgh, UK

2011

Course Content This module is designed to provide students with an appreciation and understanding of ethnobotany. Students will learn how plants are critical to the lives of people and society. Learning Outcome L01. demonstrate an understanding of the relationship between plants and people. LO2. demonstrate an understanding of the sustainable use of plant resources and their conservation. LO3. demonstrate an understanding of the use of laboratory techniques to evaluate plant material for potential utilisation. Theoretical Texts Campbell-Culver, M (2001) Origin of Plants: the people & the plants that have shaped Britain. Headline, London. Robinette, G O (1972) Plants, people & environmental quality. Dept. of Interior. Rackham, O (1976) Trees & woodland in the British landscape. Dent. Rackham, O (2003) Ancient woodland: its history, vegetation & uses in England. Castlepoint. Tuxill, J & Nabhan, J & Paul, G (2001) People, Plants, & Protected Areas: a guide to in situ management. Earthscan, London.

The Role  of  Plants  Against  Cancer     Ethnobotany  2011      

                                There’s  a  reason  why  they  say  an  apple  a  day  keeps  the   doctor  away!       By   Anna  .W.   Harriet  .F.   Magali  .T.   Olivia.  C.  

The role  of  Antioxidants  against  Cancer   What  are  Antioxidants  and  what  role  do  they  have  against  cancer?   Antioxidants  are  phytochemicals,  vitamins  and  other  nutrients  that  protect  our  cells  from  the  

damage caused  by  unstable  molecules  known  as  free  radicals  that  are  associated  with  cancer.  

They have  proven  to  slow  and  in  some  cases  prevent  the  development  of  cancer.  Antioxidants  are   able  to  neutralize  and  stabilize  free  radicals  as  the  natural  by-­‐product  of  normal  cell  processes.  In  

other words  antioxidants  act  as  chemopreventive  agents  that  inhibit  the  formation  of  cancer   cells.

Where Can  I  Find  Antioxidants?   Antioxidants  are  found  naturally  in  fruits  and  vegetables  but  also  in  culinary  and  medicinal  

herbs. The  following  are  forms  of  Antioxidants  that  prevent  cell  damage  from  free  radicals  that   help  protect  and  treat  against  cancer:  

Vitamin A  –  does  not  occur  in  plant  sources  

however many  plants  that  contain  carotenoids  can  

be converted  by  our  bodies  into  the  vitamin.  Vitamin   A  is  necessary  for  normal  cell  growth  and  

development. Although  the  mechanisms  by  which   vitamin  A  promotes  cell  growth  and  development  

are not  yet  fully  understood,  it  is  known  that  retinoic   acid  is  necessary  for  the  synthesis  of  many  

glycoproteins, which  control  cellular  adhesion  (the  

ability of  cells  to  attach  to  one  another),  cell  growth   and  cell  differentiation.    

Plant Based  Food  Sources:   other  food  sources  

Carrot, Spinach,  Kale,  Swiss  chard,  Bell  Peppers  and  

 

Vitamin C  –  Absorbic  acid.  Serves  a  predominately  

protective role  in  the  body  by  functioning  as  an  antioxidant   and  preventing  oxygen-­‐based  damage  to  our  cells.  It  is  also   critical  during  the  first  phase  of  the  body's  detoxification   process.  

Plant Based  Food  Sources:  

Parsley, Broccoli,  Bell  Pepper,  Strawberries,  Oranges,  Lemon   Juice  


08 BA3 PROJECTS Group Project The Role of Plants Against Cancer Individual Project The cultivation and collection of herbal medicine during the Second World War Project Description As part of group work I created and presentated a document exploring the role of plant based foods in accordance to human health. The document comprised of plants that prevent cancer, anti-cancer diet and recipes. The presentation also included a anti-cancer chocolate and bettoot cake. For my individual project I produced a research report based on an interview I conducted. The research paper. In response to my information recorded from my interview, I further explored the uses of the herbal plant Borage to investigate. The research included the Culinary, environmental, traditional and modern medicinal uses of the plant. Feedback Note: Yet to recieve feedback Personal Review I really enjoyed developing my interest and knowledge of the diverse relationships between plant, people and culture. The course encouraged me to develop a more hands on approach to research. Conducting an interview was extrmely rewarding and revealed new research techniques. I believe this can be a useful tool as a method in the future. I have developed an interest between paleoethnobotany and the srise of agriculture. The course has inspired and stimulated further research into stainable agriculture systems. I believe this has influenced a potential focal subject for my final dissertation project.

INTRODUCING BORAGE by Elisabeth W. Morss Borage, blooming pink and blue, Knights of old relied on you, Blossoms in a stirrup-cup, Kept their fighting spirit up. Leaves grown near the battlefield Help the wounded to be healed, And in castle kitchen, too, There was borage-work to do, Still your gifts with us you share, Seeding, springing, with a flair. Can you guess how much you please Me, the butterflies and bees. (Morss, 1971) Morss, E.W. (1971) Herbs of a Rhyming Gardener. USA, Branden Press Inc.


08 BA3 PROJECTS Design: landscape reclamation 2011 Valleyfield Ash Lagoons, Fife, Scotland, UK Course Content A comprehensive design project starting with analysis & strategic thinking through to master-planning and detailed site design. Proposals originate from a sound understanding of technical issues and involve the potential of landscape engineering to overcome site constraints. The course offers an introduction to the technical engineering problems of land reclamation as well as master-planning and programmatic design. Learning Outcomes LO1. demonstrate through the process of design a basic understanding of ecosystem restoration, using the principles of landscape engineering. LO2. demonstrate through the design process a knowledge of a range of technical issues associated with derelict land. LO3. develop a creative resolution through design at a range of scales and strategically over time. Theoretical Texts Kirkwood, N (2001) Manufactured Site: rethinking the post-industrial landscape. Gilbert, O. L. & Anderson, P (1998) Habitat Creation and Repair. Oxford University Press. Merritt, A. (1994) Wetlands, Industry & Wildlife: a manual of principles & practice. Wildfowl & Wetlands Trust, Gloucester.


08 BA3 PROJECTS Concept Structural Motion Description My vision for Valleyfield was to create a leading project in the field of bird conservation and observation. I had a strong desire to combine and balance conservation and design. My aim was to enable Fife to expand its existing international conservation value for bird populations. I wanted to create a new exemplary reclamation development that employed new landscape enginneering technologies. The design of ‘Destination Bird’ implements structural features in the form of landscape formations and structures that replicate structural motions of birds. This ultimatley informs the movement infrastructure of the site taking visitors on a journey through the landscape. The design of the project supported sustainable development. Feedback Tutors were very impressed with the approach and content of my work. It was noted that I had a produced a large work load. It was suggested that I begin to edit my work and construct a seperate presentation portfolio alongside my presentation sheets. Comments concluded that I should be extremely happy with the outcome of my project and should continue having fun with my creative approach. Tutors were excited about my future work. Personal Review Initially I was very daunted by the consraints and complexity of the site. I learnt the importance of extensive research and analysis that guided me through a challenging project. I believe a part of the success of the design relies on the organization of space and events. I really enjoyed continuing my development of a conceptual and creative approach. This has enabled me to strengthen my individualtiy. Overall I am extremely satisfied with the level of work. To date I believe this has been my most successful and rewarding project.


07 BA3 PROJECTS Landscape Architecture Design Research Studio 5 Eurymodal - Studio Exercise Port Melbourne, Melbourne, Victoria, Australia

2012

Course Content This course includes a work integrated learning experience where knowledge and skills will be applied and assessed in a real or simulated workplace context. The project will develop design proposals within a scenario-based, simulated design practice environment. This studio looks towards simple low-cost technologies, mobile and emergency architectures as well as planning for future proofing. Scenarios will be tested on site with 1:1 interventions as well as through digital scenario mapping and animation. Learning Outcome .exploring a range of design processes .exploring research methodologies .challenging normative practice through design .generating creative outcomes to Landscape Architecture projects Theoretical Texts Architecture for Humanity. 2006, Design Like You Give a Damn; Metropolis Books Beatlet,T. Boyer, H. & Newman, P. Resilient Cities: Responding to Peak Oil and Climate Change; Island Press Hoete, A. 2004, ROAM: A Reader in the Aesthetics of Mobility; Black Dog Holmgren, D. (2009) Future Scenarios: How communities Can Adapt to Peak Oil and Cliamte Change; Chelsea Green Publishing


07 BA3 PROJECTS Concept Upheaval Description My inspiration for my installation drew upon the context of the site, Port Melbourne. I particularly found Princes Pier compelling. The pier itself demonstrates a time and space scale model reflecting forces of change and scenarios in Port Melbourne. Recycling a plastic cup found on site, I reconstructed the Pier. The purpose of my installation was to explore the affects of water level changes in a series of structures over space. The structure of the installation forms a chart mapping the dynamics of the existing natural forces of change on the site. I continued to explore the notion of water as a force of change. By intervening, I created instances of artificial forces of rapid change with water levels. The intervention explored forces of change in connection with time. My installation also encountered another notion of rapid change. The intervention of a seagull caused an unpredicted force of change and destruction. This created an evident imprint or in other words ‘wound’ on the form and space of my installation. Documenting my installation revealed how the space in a landscape can portray the dynamic changes of a site through time. Feedback Note: Yet to recieve Personel Review I found this small exercise both an enjoyable and alternative approach to understanding the context of a site. I found the concept of on site installation extremely beneficial in understanding the rapid changes of the site. I believe my installation investigation will continue to a site-specific design that will be able to respond to these forces of rapid change. The exercise has encouraged me to be more experimental and constructive in my exploration of ideas.


09 INTERNATIONAL EXCHANGE A Journey of Discovery 2012 Melbourne, Victoria, Australia Description My international echange at RMIT, Australia, has offered the opportunity to discover the city of Melbourne. During my time I have attended a number of conferences and seminars including ‘Are Melbourne’s Growth Areas Sustainable’ and ‘Australia: Fully Renewable In Ten Years’. This has enababled me to engage with the local council and discuss some of the issues facing 21st century Australia. I have spent much time exploring the city and have taken a particular interest in the dynamics of the city. I have also spent much time time observing and studying the rch native fauna and flora. Personal Review I have enjoyed experiencing a new and exciting environment. Melbourne has provided inspiration and stimulation for research and design opportunities. I believe this has provided an invaluable insight into Australian culture and values. Further I have gained an undertanding and appreciation of global complexities that face landscape architects. My overall experience has fuelled my concern and interest towards sustainable design.


10 ACADEMIC GRADES Academic Grades 2009-2011 Reviewing and comparing my grades over first and second year reveal my achievements and progress as a Landscape Architect. I felt disappointed with my first year grades and aimed in improving my grades for second year. I believe my grades reflect my ambition and determination to improve and develop new skills and abilities. I am yet to complete and receive my academic grades for my BA3 Level 9 20112012. However I hope to continue receiving rewarding grades for my work. BA1 Level 7

2009-2010

Course Title

Grades Design: Space and Function 20 Credits Design: Space and Graphics 20 Credits Design: Space and Planning 20 Credits Ecology and Plant Materials 1 10 Credits Landscape History 10 Credits Reading the Landscape 20 Credits Spatial Exploration and Representation 20 Credits

NB

F

E

D

C

B

A

A*

A**


10 ACADEMIC GRADES

BA2 Level 8

2010 - 2011

Course Title

Grades

Computer Aided Design 10 Credits Landscape Planning and Ecology 20 Credits Detail Design: Landscape Construction 10 Credits Detail Design: Structures and Materials 10 Credits Horticulture and Plant Materials 2 20 Credits Landscape Theory 10 Credits Park Design and Management 20 Credits Urban Design and Housing 20 Credits

NB

F

E

D

C

B

A

A*

A**


11 REFLECTIVE TEXT Inspired to Design, Design to Inspire Throughout my life I have alternated between living in London and Suffolk. This has been supported with invaluable experiences with different countries. My background has enabled me to have a rich and rewarding lifestyle, often surrounded by inspiring natural and built environments with local communities and individuals. This diverse and multicultural background has informed an interest in the complex connection between social and environmental factors. This has fuelled a desire to balance and harmonize the relationship between the two factors whilst capturing the essence of a landscape identity. I believe this background influenced my decision to study Landscape Architecture and have informed my design methodology. The multifaceted discipline of Landscape Architecture instantly captivated me. I had ambitions to continue my previous studies and interest in social science and art and design whilst developing my passion with the environment. The subject offered an ideal cohesion between art, science, nature and culture. I discovered Landscape Architecture was an accessible subject that would genuinely interest and challenge me in equal measure. To study at Edinburgh College of Art was a coherent decision. I was instantly enthralled by one of Europe’s finest cities. A desire to embrace change and discover a new environment greatly appealed to me. The creative vitality of the Art College provided an exciting, stimulating and challenging environment that would nurture my growth as a creative individual. The studio-based tutoring values a freedom of expression and imagination. This sense of freedom has guided personal creativity and experimentation. This has enabled me to develop and discover my identity and approach to Landscape Architecture. I have been allowed to define and pursue my own interest as well as to challenge and analyze my own work. Furthermore it has enabled me to focus my development progress towards personal pursuits.

I have focused to improve my ability to communicate ideas and designs in a professional manner. Due to my Dyslexia I have always found it difficult to articulate ideas and information both verbally and in writing. Regular presentations and essay writing has improved my communication abilities. Gaining a richer level of communication has rewarded my commitment. I wish to continue my progress and practice these skills to attain an acquired level of professionalism. My work has consistently relied on bold visual statements to translate design ideas and concepts. At the beginning of the program my graphic style and abilities were informal and crude. I have continually focused on improving my graphical skills. The emphasis to develop computer software graphics was encouraged by tutor feedback in second year of the program. This was in response from the Urban Design and Housing and Detail Design courses. Exploring a range of visual methodology developed skills within digital and artistic visual vocabulary. I regard significant improvements towards a refined and sympathetic approach. I believe this transformation reflects my changing approach and understanding towards design.


11 REFLECTIVE TEXT This progress has been supported by an increasing willingness to experiment and to make mistakes. This has enabled me to explore my design language and identity. As a result I have acquired a more conceptual, creative style and approach in terms of creative design solutions and communication. My visual and creative approach has refined in response to exploring a variety of methods, techniques and media. This has developed a style that combines visual dialogues between art and digital media. Experimenting provides a critical evolutionary point in the design process that convey the essence of the project as important visual anchors, that supports the initial design concept throughout the project. This approach creates dynamism for processing ideas, spaces and forms. The mixed media generates an energy that stimulates the design process. I find this both enjoyable and creatively liberating. I believe this has developed an honest and expressive approach towards my designs. I am rewarded with results of a pleasurable and economic way of working. This approach has reached a definitive and consistent level within my work. I wish to further explore and expand my individual creativity and artistic ability with a range of media.

Design problems and contexts have increasingly become more complex. This has enabled me to mature as a designer, developing and forming new skills and knowledge. I have continually developed an ability to engage with the dynamics of each individual site. A rigorous process of investigation and analysis, driven by observation and research is supported by emotional connection. This process initiated from the program course Reading the Landscape undertaken in first year. I have fostered a balance between a rational approach and genuine emotional commitment. This is essential in order to question and refine creative solutions that are site specific and resolve to create dynamic ephemeral spaces. Increasingly each project is sitespecific and uniquely characterized by the location. I believe this creates a wonderful diversity and individuality to my work forming a sympathetic and conscious design approach. I consider this approach progressed my design projects over the course of the program. This is reflected in my improvements within my design project grades over first and second year. Program courses at the Royal Botanical Garden of Edinburgh initiated my knowledge and interest with botany, ecology and plant materials. A previous lack of knowledge transformed into a fascination and enchantment with botanical and biological events, and comprehension and appreciation of the mechanisms within the environment. To continue my interest and development I studied Ethnobotany as an elective. This encouraged my personal pursuit to explore the relations that exist between botany and humans. My botanical studies have developed an ability to observe and understand the organizational complexity of nature as well as to decipher relations between humans. The knowledge and understanding obtained has increasingly engaged with the design process as a guide for creative forces. This has formed a varied ecological palette that is explored and supplemented within graphical content. The information translated increases the communicative powers of the graphics.


11 REFLECTIVE TEXT As a proactive student I hope to extend my passion and interest in Landscape Architecture beyond my degree. I have volunteered in a number of programs organized and led by Open City. The architecture education charity is committed to raising the standard of London’s built environment. The programs provided an opportunity to gain an insight and develop an interest into the formation and implications of the built environment. I was able to engage in debates about how we should manage our landscape and improve public and private spaces for the future. The opportunity offered a means of responding, observing and critiquing the dynamics of urban landscapes. This allowed me to question and critique the relationship between architecture and open spaces. Ultimately this stimulated and encouraged opportunities for research and inspiration. This proved particularly beneficial and inspirational towards my Urban Design and Housing project undertaken in second year. I developed an ability and capacity to work collaboratively with communities and other professionals who deal with the built environment or human services. Furthermore my involvement with The Summer Education Charity developed my confidence and leadership and revealed the positive aspects of teaching. The experience was extremely rewarding and broadened my horizon in possible future career choices. I seek to continue an involvement with volunteer programs and the opportunity to work with local communities.

I enjoy reading widely across a broad spectrum of art, architecture, design and theory. Through personal investigation and self-directed readings I have established a critical understanding between theories, principles and techniques and practice. I have developed an ability to critically define, compare and analyze complex concepts, problems and issues addressed by aspects of practice. I realize the importance between theory and practice and seek theoretical texts for guidance and inspiration. This recognition is revealed in my work through demonstrating originality and creativity in dealing with issues and data. For example readings of Ecology, Community and Delight by Ian H.Thompson has supported my methodology and led to rich and rewarding projects. The volume explores the social, environmental and aesthetic values and motivations for designers and presents a tri-partite framework. Furthermore I have particularly enjoyed reading the Poetics of space by French philosopher Gaston Bachelard who lyrically explores how our perceptions of space shape our thoughts, memories and dreams. My studies are further enriched by visits from showcases of graduating exhibitions across a broad spectrum of subjects. I have found it beneficial to review and critique both student and professional work. I connote this has developed my critical awareness and a source of inspiration.


11 REFLECTIVE TEXT As a part of my degree I was awarded the exciting opportunity to undertake an international exchange. From 2012 I have continued to study my undergraduate degree at the Royal Melbourne Institute of Technology in Australia. I have successfully achieved an ambition to integrate an international dimension to my degree. The city of Melbourne has offered stimulation and opportunities for research and design inspiration. I have enjoyed the diversity and fresh perspectives of discovering a new environment. The experience has broadened my studies and potential to learn and develop. I have been able to facilitate my personal pursuit to develop an engagement and awareness towards global issues and concerns. Additionally the opportunity has enabled me to flourish as an individual and strengthen my character. I have become more independent and self-reliant that has enabled me to become more self-confident with my work.

My continual development process documents an intellectual journey that has formed an extremely personal vocabulary. Inspired to design, design to inspire. Environments predominantly inspire me. The environment is an integrated system that within which humans must establish themselves in a balanced relation to the forces of nature. My aim is to inspire, support and grow sustainable lifestyles through designing interactive green spaces. I seek to create innovative, ecological design that produces sustainable and functional landscapes with distinct contemporary character. My philosophy ensures projects work with and never against nature. This concept encourages tactile approaches to environmentally sound design practice. I am committed to plan, design and manage spaces that are sustainable, aesthetic and functional. I believe as Landscape Architects we can lead via example. Design offers an exemplary tool that inspires sustainability.

Responding to recent tutor feedback I currently wish to focus my development towards editorial skills. I strive to edit and collate work. These skills will strengthen my work by translating information and designs into a polished and professional presentation. I have focused developing these skills during the program course Academic Portfolio Review. My portfolio aims to create a clear, concise and competent compilation of selected work. Through the construction of a portfolio, I have learnt new computer software programs such as InDesign. This has given me the ability to explore the challenging discipline of editing and formatting work. I hope these skills influence my design portfolio that will obtain professional practice.

As I develop as a landscape Architect my personal manifesto becomes increasingly predominant and profound within my work. Furthermore my portfolio reflects the diversity of skills and knowledge gained from my undergraduate degree and extra curricular activities. My personal and professional development has prepared me to undertake a period of mentored experience while working in a professional practice. I wish to continue my international experience by gaining a professional placement in Australia. I look forward to contributing my skills and abilities as a part of a contemporary design team. Professional practice will offer an overview and develop my knowledge, and understanding of how practices operate in the professional context. As an individual I wish to progress from my previous learning and experience and gain new skills. I believe my current and future development will enable me to successfully achieve my desire to embark a European Masters Degree in Landscape Architecture.


11 REFLECTIVE TEXT On a personal reflection I have grown into a young independent adult. My self-confidence has flourished and I have developed into an energetic and lateral thinker. I have achieved personal achievements that have prepared me for my life ambitions. Ultimately my personal development has had a residing impact on my development and future as a Landscape Architect. I wish to begin my international professional career by gaining a strong university qualification. My developing skills and knowledge will enable me to build a reputable portfolio to explore a wide range of career options. I hold an ambitious and optimistic view for my future as a Landscape Architect. I aim to have a rewarding and successful career. I consider that I have a strong drive and determination to achieve this future.


Thank You I appreciate you spending the time to look through my portfolio review. I hope you enjoyed my work as much as I have!

Academic Portfolio Review  

This portfolio is a review of selected design projects undertaken in the first three stages of the BA(Hons) programme, and accompanyed with...

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