3D Final Portfolio Fall 2023

DEPARTMENT OF ARCHITECTURE THE AMERICAN UNIVERSITY IN CAIRO

Portfolio

FOUNDATION OF 3D Name :Rana Hefila ID :900212266 To :Dr. Aly Kandil Fall 2023

FIVE YEAR PLAN

Syllabus THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

ARCH 250/2512-02 Foundations of 3-Dimensional Design (3 cr. hrs) Instructor:

Dr. Aly Kandil alykandil@aucegypt.edu Office: TBA

Teaching Assistants:

Mai Youssef, maiyoussef@aucegypt.edu Marwa El-Hatw, marwa_hatw@hotmail.com Tuqa Momtaz, tuqamomtaz@aucegypt.edu

Studio: Room:

Tuesdays 11:30 – 3:20 pm Plaza Studio (Ground floor by the Courtyard’s Glass Gallery)

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

Text Book:  Hannah, G. 2002. Elements of Design, Rowena Reed Kostellow and the Structure of Visual Relationships: exercises in three-dimensional design, New York: Princeton Architectural Press.

Grade Distribution: Grade 1.

Three-Dimensional Thinking and Problem-Solving Assignments: 25% This is a series of exercises aiming at introducing three-dimensional problemsolving skills. These exercises are to be performed individually by students in the studio, including 5% for midterm exam. Basic concepts of 3-Dimensional design are taken into consideration. Manual techniques of 3D modeling and 2D sketching will be used. The focus should be on the process of 3-D problem solving and development of form rather than the product.

Additional readings:  Ching, Francis D. K., and Frank Ching. 2014. Architecture: Form, Space, and Order.

Somerset, UNITED STATES: John Wiley & Sons, Incorporated.  Various materials will be selected from other sources

Catalogue Description: Prerequisite: none Basic concepts and fundamentals of visualization, thinking, and design of simple forms in three dimensions. Presentation, communication and basic design skills using simple three dimensional modeling exercises in manual formats. Solutions are explored balancing between aesthetic and functional design criteria. Lectures, slide presentations, guided design studios and design critiques will be used. No previous digital or modeling experience is required.

Course Design Questions: What is the essence and aesthetics of Form? How form, space and function interplay three dimensionally? What are the foundations of tectonics and structure of Form using modelingexperiments and hands-on experience? How to incorporate concept-framing and simple design process of development stages in the design/build 1:1 installation project?

Course Structure: This course is designed around a set of two or three functional application exercises and a final project. These applications can be a chair, standing lamp, display unit, art piece installation, child’s play, musical booth, etc. Each main exercise serves as a training milestone for combining a group of basic concepts and simple forms coming together in a 3-dimensional application. The purpose of these key exercises is to test students’ creativity in the compilation of complex superimposed forms with dynamic aesthetics, as well as testing their ability to function in regard to the human scale.

Target Audience: This course will provide entry-level visualization, communication and design skills for a wide variety of fields including mechanical engineering, architecture, interior and furniture design, graphic design, package design, marketing, and visual arts. It will help produce innovative modeling projects such as exhibit design, simple vehicle design, furniture design, packaging design, product design etc.

Course Objective:  To develop basic three-dimensional and spatial thinking, visualizing and problem-solving skills  To apply three-dimensional thinking approach to various design fields, such as abstract expression, architectural design, product design etc.  To understand the concepts of form, ratio and proportion  To learn how to express an abstract concept into its respective formalistic representation Course Outcomes: After completing the course, students should be able to: 1.

Understand and critically analyze elementary three-dimensional designs using the concepts and principles of three-dimensional design and express this analysis both verbally and in writing. (fulfillment of UIA objectives 3 and 16) 2.

Ability to use simple 3-dimensional modeling principles to design and present threedimensional objects. (fulfillment of UIA objectives 1 and 3) 3.

Understand formal ordering systems (proportioning, dynamics, rhythm, visual relationships etc.) as well as apply them to simple architectural objects. (fulfillment of UIA objectives 3 and 16) 4.

Ability to apply fundamental 3-dimensional design skills to a given object and to integrate aesthetic and functional aspects in simple designs. (fulfillment of UIA objectives 1, 3 and 16)

UNESCO-UIA Fundamental Objectives 9

10

11

12

13

14

15

16 Training in research techniques as an inherent part of architectural learning, for both students and teachers.

4

8

Adequate knowledge of project financing, project management, and cost control and methods of project delivery.

Attendance Policy: Students in all courses at the Department of Architecture are required to abide by the University approved Attendance Policy. The following specifics pertain to the course: - Students shall attend and participate in all classes except for a pre-authorized excuse from the instructor.

- Students who have a pre-authorized excuse from the instructor shall coordinate with the instructor the time and place of submitting any missing assignment or taking an in-class missed quiz, test and/or exam. It is the sole responsibility of the student to follow-up with the instructor in this regard.

- Students who miss more than the maximum three-week equivalent of absences without an authorized approval of the instructor or not in compliance with the University Attendance Policy shall receive an F in the course.

M L M

7

Development of a creative competence in building techniques, founded on a comprehensive understanding of the disciplines and construction methods related to architecture.

1.

2.

3.

4.

6

Adequate knowledge of the means of achieving ecologically sustainable design and environmental conservation and rehabilitation



Applying 3D rules of design in terms of proportions and Aesthetics.

20 pts.

Creativity and Design Approach.

20pts.

Functional translation and expression from concept to object (expression skill). 20 pts.

Development of the idea and its presentation on the concept board (process work, form analysis and presentation skills).

20 pts.

Workmanship (craftsmanship skill).

20pts

5

Awareness of responsibilities toward human, social, cultural, urban, architectural, and environmental values, as well as architectural heritage.

   

4

Adequate knowledge of the industries, organisations, regulations, and procedures involved in translating design concepts into buildings and integrating plans into overall planning.

Grading Rubric for Exercises: (when applicable)

3

Design skills necessary to meet building users’ requirements within the constraints imposed by cost factors and building regulations

ARCH 2512 Learning Outcomes

2

Adequate knowledge of physical problems and technologies and of the function of buildings so as to provide them with internal conditions of comfort and protection against the climate.

1

Understanding of the methods of investigation and preparation of the brief for a design project.

Disclaimer: While conducting your course work, assignments, and final project, you are required to respect the code of conduct of the campus’s larger community, people and its buildings. Any damage, paint, or destruction to the campus’s material, be it walls, floors, chairs, and property caused by your work can result in failing your assignments and losing grades leading to failing the whole class. Preserve and maintain the good condition of studios, buildings and open spaces. Take all precautions while working on campus and in the department; use cutting mats, plastic bags while working on your 1:1 models, do not paint over walls, seats, tables, and so on. Take all necessary measures for the safety and cleanliness of your working space.

Course Outcome Alignment to UNESCO-UIA Fundamental Objectives:

Understanding of the structural design, constructional, and engineering problems associated with building design.



Academic Integrity Policy: For full definition of standards of academic integrity please refer to the University’s Code of Academic Ethics: http://in.aucegypt.edu/auc-academics/academic-integrity/code-academic-integrity http://schools.aucegypt.edu/academics/rhet/FAQ/Pages/Academic_Integrity.aspx It should be noted that given the creative nature of design studios particular attention should be given to plagiarism in any form- i.e. presenting others work (professional or non-professional), whether in whole or in part, as your own, even with alterations. Failure to adhere to the university’s Code of Academic ethics in any form will result in severe penalties and failure of the course. For a broader understanding of principles of plagiarism and copyright protection in international architectural standards refer to http://www.archdaily.com/772313/want-to-work-internationallyheres-what-you-need-to-know-about-copyright

Understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take into account social factors.



THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

Adequate knowledge of urban design, planning, and the skills involved in the planning process.



3

Understanding of the relationship between people and buildings, and between buildings and their environment, and of the need to relate buildings and the spaces between them to human needs and scale.



Grade B+: For a very good performance displaying a high level of command of most aspects of the relevant material, with only minor weaknesses Grade B: For a very good performance displaying a proficient level of command of most aspects of the relevant material, with some weaknesses. Student completed the work for the course at a high quality (as opposed to superior) and expressed very good depth of understanding, design capabilities and mastered new skills.

Grade B-: For a very good performance displaying an appropriate level of command of most aspects of the relevant material, with some weaknesses Grade C+: For a satisfactory performance displaying good command of the relevant material, but also weaknesses Grade C: For a fair performance displaying fair command of the relevant material, but also considerable weaknesses. Student must have completed the work for the course.

Grade C-: For a below fair performance displaying below fair command of the relevant material, but also considerable weaknesses. Student must have completed the work for the course.

Grade D: For a deficient performance displaying some command of the relevant material, but also major weaknesses Grade D-: For a seriously deficient performance displaying minor command of the relevant material, but also major weaknesses, meeting only the minimum requirements of acceptance Grade F: For a performance which is not acceptable in all or major respects or does not meet the minimum requirements of acceptance

25%

2

Knowledge of the fine arts as an influence on the quality of architectural design.



Portfolio and Development

Ability to create architectural designs that satisfy both aesthetic and technical requirements.



Grade 4.

Adequate knowledge of the history and theories of architecture and the related arts, technologies, and human sciences.



Final Project: Object Design and Modeling Assignment: 25% Integration of ideas and concepts of the basic exercises demonstrated throughout the course with principles of space analysis. A high level of abstraction and exploration of space with function and human scale agronomics is required. Basic concepts of 3-Dimensional design are taken into consideration. Manual modeling techniques are to be used. Experimentation with different materials is encouraged.

The focus should be on the process of 3D problem solving and development of form rather than just the final presentation technique and product.

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022



Grade 3.

The grades will be assigned according to the following criteria.  Grade A: For an excellent and superior performance displaying highest level of command of all aspects of the relevant material, with no or only a few minor weaknesses. Student exceeded expectations of the course and applied many of the design issues raised from discussions, readings etc., to their course work and showed outstanding creative abilities and novelty in handling the design aspects. Students who are within the grade A category are expected to be innovative, highly technical and add to the studio and class environment and enrich the learning spectrum with innovative ideas.  Grade A-: For an excellent performance displaying a high level of command of all aspects of the relevant material, with only minor weaknesses, just short of superior outstanding performance.

Prerequisites by topics:  none



Three-Dimensional Thinking and Problem-Solving Assignments: 25% This is a series of exercises aiming at developing 3-Dimensional problem-solving skills. These exercises are to be performed individually or in groups by students as take-home assignments. Basic concepts of three-dimensional design are taken into consideration. Manual techniques of 3D modeling and 2D sketching will be used. Research and process work is essential in the way students tackles these assignments. The focus should be on both the process of 3-D problem solving and development of form and the final product submitted.

Grading Policy: All assignments and projects will be discussed in studio and the students will be graded according to their attendance, participation, and generation of new ideas. The majority of the project grade will be placed on the student’s ability to develop his ideas from concept to finished product, integrating information and critiques at each stage. Students are expected to refer to relevant issues from their discussions, readings and lectures during critiques and throughout assignments.

Topics: lecture-hrs 20  Introduction to basic concepts of three-dimensional design 12  Integration of aesthetic and functional design criteria 8  Three-dimensional design presentation techniques 20  Object design and modeling in Studio Total 60

1

Grade 2.

H

H

M H M

M L

H: high, M: Medium, L: Low

5

6

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

Alignment of Course Learning Outcomes to Program Learning Outcomes

Alignment of Grades Learning Outcomes to Course Learning Outcomes ARCH 2512 Course Learning Outcomes

1. Understand and critically analyze elementary threedimensional designs using the concepts and principles of three-dimensional design and express this analysis both verbally and in writing.

2. Ability to use simple 3-dimensional modeling principles to design and present three-dimensional objects.

3. Understand formal ordering systems (proportioning, dynamics, rhythm, visual relationships etc.) as well as apply them to simple architectural objects.

4. Ability to apply fundamental 3dimensional design skills to a given object and to integrate aesthetic and functional aspects in simple designs.

13. The ability to act with leadership and with the knowledge of ethical and legal contexts, and to design accordingly.

12. The ability to act with the knowledge of professional, managerial, business and financial contexts, and to design accordingly.

Professional Skills

11. The ability to act with the knowledge of the role of architectural design in the construction industry, and to design accordingly.

10. The ability to integrate and communicate technical issues such as structure, materials, building techniques and building systems, through appropriate technical documentation, using manual and ICT tools.

9. The ability to design with a knowledge of technical issues as structure, materials, building techniques and building systems, and integrate them as generative principles in the design process.

8. The ability to design informed by the understanding of various sustainability issues— ecological, economic and social and to integrate them as generative principles in the design process.

Environmental and Technical Knowledge Skills

7. The ability to design with the knowledge, and in the context of, social responsibilities and legal obligations– code of ethics, building bylaws and social awareness.

6. The ability to design with an understanding of the links between architecture and other creative disciplines.

Socio-Cultural and Artistic Knowledge Skills

5. The ability to design with the knowledge, and in the context of— historical, social, cultural, and heritage issues— in order to provide for society as a whole as well as for specific user’ s needs, with an awareness of issues such as equity and access.

3. The ability to design with the understanding of formal ordering systems, design theory and architectural precedent.

2. The ability to raise appropriate questions, use abstract ideas, consider diverse points of view, and reach appropriate conclusions, as an individual and collaboratively— and to design accordingly.

1. The ability to think critically and creatively in a divergent context while integrating knowledge to reach a design solution.

ARCH 2512 Course Learning Outcomes

Com muni catio n Skills 4. The ability to communicate ideas verbally (oral and written), graphically, 3-dimensionally and numerically while utilizing manual and ICT tools to develop, present, and assess design.

AUC Architecture Program Learning Outcomes Critical Thinking and Design Skills

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

1. Understand and critically analyze elementary threedimensional designs using the concepts and principles of three-dimensional design and express this analysis both verbally and in writing.

ARCH 2512 Grades Learning Outcomes

2. Ability to use simple 3-dimensional modeling principles to design and present three-dimensional objects.

3. Understand formal ordering systems (proportioning, dynamics, rhythm, visual relationships etc.) as well as apply them to simple architectural objects.

4. Ability to apply fundamental 3-dimensional design skills to a given object and to integrate aesthetic and functional aspects in simple designs.

GRADE 2 Midterm Exam

GRADE 3 Final Project: Object Design and Modeling Assignment

7

A

B

C

D

F

Work submitted demonstrates that concepts learnt are integrated and synthesized deeply and thoughtfully across all elements of the work and new concepts are synthesized developed and applied

Work submitted demonstrates that concepts learnt are integrated and synthesized deeply and thoughtfully across all elements of the work

Work submitted demonstrates that concepts learnt are integrated and synthesized but to a level that is literal and direct

Work submitted demonstrates that concepts learnt are minimally but still acceptably understood and integrated

Work submitted demonstrates that a minimal to negligible number of concepts learnt are integrated

2. Ability to use simple 3dimensional modeling principles to design and present threedimensional objects

The objects submitted demonstrate threedimensional relationships that are integral to the conceptual and aesthetic development of the objects, developed thoughtfully and creatively to elevate rather than just support the experience of space within the objects

The objects submitted demonstrate threedimensional relationships that are integral to the conceptual and aesthetic development of the objects, developed thoughtfully and creatively

The objects submitted demonstrate threedimensional relationships that are integral to the conceptual and aesthetic development of the objects, developed in a way that is technically correct and appropriately implemented and communicated

The objects submitted demonstrate threedimensional relationships that are technically correct and appropriately implemented and communicated but are not integrated with, nor do they elevate the aesthetic of the objects

The objects submitted demonstrate threedimensional relationships that are technically incorrect and/or inappropriately implemented and/or incorrectly communicated

2. Creativity

3. Functional

4.Development

5.Workmanship

3D rules of design in terms of proportions and Aesthetics.

and Design Approach

translation and expression from concept to object (expression skill).

of the idea and its presentation on the concept board (process work, form analysis and presentation skills)

(craftsmanship skill)

Minimum pass performance descriptors

Work must demonstrate an appropriate level of aesthetics and understanding of the rules of composition for designing threedimensional objects, an adequate level of abstraction, and the ability to explore different iterations for designing compositions.

An acceptable level of workmanship with good manual skills for building models.

Manipulation of materials, texture, openings, proliferations, and harmonious colors.

Models should be constructible, stable and robust with clean cuts. A responsive attitude of patience, persistence, and curiosity to use and explore new materials.

Integration of utility and functional design standards using basic exercises.

Demonstrate an ability to construct and engage with the technicalities of design-build multi-scalar applications and incorporate human scale.

A good sense of presenting multiple compositions on a canvas. A satisfactory organizing skill for arranging compositions and objects vis-à-vis each other where the negative space in-between creates a spatial dialogue.

All models, photos of models, text, annotated diagrams, and analysis should communicate all information clearly and correctly. Recognizable photos with good quality resolution and analyses on concept boards, presentations, verbal and written, and inside portfolios must be used.

9

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

1. Understand and critically analyze elementary threedimensional designs using the concepts and principles of threedimensional design and express this analysis both verbally and in writing.

1. Applying

8

THE AMERICAN UNIVERSITY IN CAIRO DEPARTMENT OF ARCHITECTURE FALL 2022

Course Outcome

Threshold Criteria

GRADE 1 Three-Dimensional Thinking and Problem-Solving Assignments

GRADE 4 Portfolio & Development

Course Outcome Proficiency Rubric:

Threshold Pass Rubric: As part of the Architectural Department’s assessment policy, each piece of design work submitted at any point by a student must fulfill the basic threshold pass requirements of that level. Failure to pass this threshold will result in the reward of an "R" grade and a request to resubmit the work until threshold performance is met. Work receiving an "R" grade will not be reviewed at that time until it is resubmitted at a satisfactory level of fulfillment of the design threshold rubric of that level. The Level 3 Threshold Pass Rubric is as follows:

Course Outcome

A

B

C

D

F

3. Understand formal ordering systems (proportioning, dynamics, rhythm, visual relationships etc.) as well as apply them to simple architectural objects

Work submitted demonstrates exceptional, original and unique mastering of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work shows exceptional understanding of and innovation in the modeling process. Student excelled at applying them to simple architectural objects

Work submitted demonstrates a high standard of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work shows a very high standard of understanding of and innovation in the modeling process. Student worked very well at applying them to simple architectural objects

Work submitted demonstrates a very good standard of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work shows a very good standard of understanding of and innovation in the modeling process. Student worked very well at applying them to simple architectural objects

Work submitted demonstrates an acceptable standard of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work shows an acceptable standard of understanding of and innovation in the modeling process. Student worked acceptably at applying them to simple architectural objects

Work submitted failed to demonstrate an acceptable standard of abstraction and compositional skills. Formal ordering systems and critical thinking demonstrated through the design work failed to show an acceptable standard of understanding of and innovation in the modeling process. Student failed to work acceptably at applying them to simple architectural objects

4. Ability to apply fundamental 3dimensional design skills to a given object and to integrate aesthetic and functional aspects in simple designs

Work submitted demonstrates an exceptionally deep and nuanced understanding of aesthetics, functional aspects, users needs and their translation into design solutions. This understanding transcends that which is typical and standard and is user group specific in an original and unexpected way

Work submitted demonstrates a deep and multilayered understanding of aesthetics, functional aspects, users needs and their translation into design solutions. This understanding fulfills to a very high degree the expectations of that which is typical and standard. It is user group specific to a very high degree.

Work submitted demonstrates a good understanding of aesthetics, functional aspects, users needs and their translation into design solutions.

This understanding fulfills to a good degree the expectations of that which is typical and standard. It is user group specific to a good degree.

Work submitted demonstrates an acceptable understanding of aesthetics, functional aspects, users needs and their translation into design solutions.

This understanding fulfills to an acceptable degree the expectations of that which is typical and standard. It is user group specific to an acceptable degree.

Work submitted failed to demonstrate an acceptable understanding of aesthetics, functional aspects, users needs and their translation into design solutions.

This understanding failed to fulfill to an acceptable degree the expectations of that which is typical and standard. It is not user group specific.

List of Materials and Equipment: Basic Kit: (should be assembled in a box a brought with you every class)  Cutting matte board  Non-air hardening DAS modeling clay in white /  Plasticine in one solid neutral color / White Plastilina (150/350gr)  Pencils of various weights: HB, 2B, …  Eraser  Steel triangle  Compass  Steel ruler  Aristo triangle  OLFA cutter  Matte knife (heavy cutter)  X-Acto knife (board cutter)  Foam board  Cork sheets  Medium weight aluminum and copper sheets Cork  Corrugated paper  White construction paper  Colored sheets of construction paper  24-gauge copper or tin wire, metal and electricity wires  Scissors  Side cutters  Needle-nose pliers  Straight pins  Scotch tape  Double-face tape  Hot glue gun  Glue sticks  White glue  Appropriate brushes  Acrylic paints  Spray paint (white, black, silver, … etc.)

Materials: (to be used in different exercises)  Foam board for rectilinear planar exercises as well as bases for study models  Non-air hardening DAS modeling clay in white and/or Plasticine in one solid neutral colour- preferably white  White construction paper in different weights and corrugated paper  Medium weight aluminum and copper sheets for planar modeling  24-gauge copper wire- one spool  Acrylic paints and appropriate brushes as required by each exercise (optional for final projects)  Spray paint in white, black and matte silver, as required by each exercise (optional for final projects) Equipment:  Sketch-book and digital camera (for documentation of progress)

10

11

12

Wee

eks

Midterm Final Project

WEEK

INTRODUCTION Assignment 1 ( E-waste)

E-waste

Assignment Feedback The sphere was ovel .

The cube was only frame not volumetric.

Grade : 6.5/10

Both the models were not neat.

Self Reflection Getting the e waste material was hard to find and I thought that we could do frames .

Assignment Requirement Material must be purely e-waste.

Two compositions: a cube of dimensions 20x20x20cm, and a sphere of 20 cm diameter .

Grade : 6/10

WEEK

RECTILINEAR Classwork 1 (Rectilinear) Assignment 2 ( Bird House)

Classwork 1 Grade : 5.5

Assignment Description Built 4 Rectilinear forms composed of 3 basic shapes.

Self Reflection The models was not neat, and I thought that we could make any shapes . It was only basic shapes, and one model was rejected.

Assignment Feedback One of the shapes were rejected because it was not basic shape.

Most of the models follow the same approach.

The models were not neat.

Birdbnb Assignment Description Built a Rectilinear bird house with any material .

Add a bird with contrast color.

Assignment Feedback The bird was white as the house not contrast The model was not neat in terms of coloring

Grade : 6.5/10

Birdbnb Assignment Requirements

Assignment Feedback

Use only rectilinear forms

The colors made the model bulky.

Individual elements and overall composition must be

The bottom part of the model were

volumetric (i.e., no planes or lines)

planer.

Material is open

Grade : 8/10

WEEK

CURVILINEAR Classwork 2 (Curvilinear) Assignment 3 ( Typography)

Classwork 2

Assignment Requirements Use only Curvilinear forms

Grade : 7.5/10

Individual elements and

Assignment Feedback

overall composition must be

Lack of neatness

volumetric (i.e., no planes or

All the models speaks the

lines)

same language.

Material is Plasticine

Constraints and

Typography

Requirements -Use only curvilinear forms -Must be volumetric i.e. no

Grade : 7/10 Assignment Feedback

planes or lines -Material is open -Composition must have a

The material were not durable

height of 50 cm.

The straight part of the R were

-Must follow colorful, bold

bulky.

and playful theme

Self Reflection Balloons were a challenging material.

They kept popping and I did the model more than 4 times.

WEEK

CURVI-RECTILINEAR Classwork 3 (Curvi-Rectilinear) Assignment 4 (Geometricity 2)

Classwork3 Grade : 7/10

Assignment Description Built 4 Curvi-Rectilinear forms with plasticene.

Self Reflection I liked that my models were neat . I tried to cut them with ruler not with the cutter to make them neat.

Assignment Feedback 2 of the models were the same language .

All the models were neat.

Geometricity Assignment Requirements Use Curvi-rectilinear forms

Self Reflection Convey intangible qualities of a design Create aesthetically pleasing compositions in dimensional space

Individual elements and overall composition must be volumetric (i.e., no planes or lines) Material is Open

Assignment Feedback The colors were not as the color inspiration and the Coloring was not neat.

The composition were interesting.

Grade : 8/10

WEEK

FRAGMENTS Classwork 4 (Fragments) Assignment 5 ( Filler)

Classwork 4

Grade : 8.5/10

Assignment Feedback Neat shapes 2 of the models has the same language .

1 of the models were not stable.

Assignment Description Build 5 basic basic shapes then cut them in fragments and form a composition.

Filler Grade : 8.5/10

In Process

Assignment Description Pick an object then do to it a filer operation The filler mist be from the inside not stick on the object.

Before

Self Reflection At First, I wanted to go to a pottery class to make this as a professional but there is something called “forna” for pottery that takes 2 weeks . I did not have time.

After

Assignment Feedback The filer in the mug was neatly colored .

The filer itself were not neat.

After

WEEK

PLANERS Classwork 5 (Planers) Assignment 6 (Papier Calque)

Papier Calque: Biomorphic Abstraction Assignment Requirements

Assignment Feedback

Self Reflection

Select an element of nature

The paper were too thin so

I used double face, and I was

Abstract your selected reference, creating an organic composition using only calque/

holding it together in the wind comping to uni was challenging .

not a good idea because with the wind the paper tire apart.

transparent paper.

Grade : 7.5/10

Classwork5 Assignment Requirements Get inspired from (uber, tok-tok , monorail , submarine) and do 4 planer models from paper .

Grade : 8/10

Assignment Feedback

Self Reflection

Sticking the paper with no

I used different thickness of

glue was challenging.

paper to show the different texture and firmness.

WEEK

LINES

Classwork 6 (Lines in space)

Assignment Feedback The wire I got was too thick, so my hand was

Lines in Space

injured.

The music were too fast so doing the models was hard.

Grade : 8.5/10

Assignment Description From music 20 tracks get inspirited with 20 models that gives the feeling of the model

WEEK

MIDTERM FINAL PROJECT

Midterm Self Reflection Time was so challenging . I did not finish the last 2 models until the last 5 minutes.

All

None

Assignment Description Do 4 sets of models that represent

Left

Right

All

None

Left

Right

Float

Sink

Lock

Unlock

Assignment Feedback Before the exam I was worried that I didn’t get enough material because the material were open.

Sink

Float

Grade : 80/100

Lock

Unlock

Final Project Assignment Requirements

Self Reflection

Assignment Feedback

Pick a local Egyptian element and

I think we really did well

The lighting needed to be

create an interesting chic

;however, sticking the

dull.

composition.

mirrors and getting them to fit.

Grade : 95/100