Design Media 2 Student Work, California College of the Arts, 2015
For the first assignment, the geometry and the performative aspect of everyday objects are represented through a series of analytical drawings and orthographic projections using AutoCAD. Important considerations in the development of this assignment include drawing position, geometric precision, line-weight, construction lines, degree of abstraction, and the overall composition.
Solid void is the second assignment. Patterned images are used to give cues to the project’s structure, systematic approach, and distribution of voids. 3D Rhino and physical modeling are a fundamental part of this assignment which employs a subtractive process for the production of double negative (intersection of voids) spatial conditions. Students represent their projects through a series of diagrams, solid void models and their inverse. Through the production of the inverse models, students learn different fabrication strategies and techniques. They obtain a better understanding of the connection between digital design and the precise analog execution of their projects.
While the second assignment is a subtractive approach to design, the third one explores an additive process of aggregation. It asks students to rigorously investigate part to whole relationships through the design and production of module types, ultimately to be aggregated into a folly. A folly is an art or architectural object in the landscape. The dimensions and site of the folly are determined by the intention of each project. The size and materiality of the module are specific to each project. Simple geometric operations such as mirroring, scaling, rotating, translating, tessellating, pleating, carving, and folding, can yield an array of aggregate outcomes and produce profound internal and external spatial conditions. Abstract images are given to students to spur the process of their folly design. Students analyze their image and determine its geometric and systematic qualities. This analysis is applied as the underlying logic to generate the module, the connection, the aggregation, and the overall form of the final folly. Students are encouraged to keep in mind material qualities and attributes throughout the generative process, allowing for an open iterative dialogue between analysis, operation, material and form.