# Project 3

Paper Landscapes

3.1 Pattern recognition and extraction

CLASS OBJECTIVES

Design skills:  To analyze an image in order to identify underlying Information. To develop a graphic language in order to highlight specific qualities and systems of organization within the image. Using strategies of abstraction, diagramming and mapping.

Practical Skills: Diagramming techniques

RESOURCES

CLASS DISCUSSION

A) Pattern Recognition + Extraction

• Nolli Diagram: perception of â€śpositive / negativeâ€ť space, foreground / background, solid / void
• Outline / Boundary: Edge condition, threshold, interior / exterior space, hierarchy among boundaries and sub-boundaries
• Pattern /Texture: Field conditions, organization through clusters
• Geometric Logic + Behavior

B) Vocabulary

Vocabulary is essential as you create, critique and iterate your work. You will learn to specifically communicate precise qualities about ideas and designs through language.

DELIVERABLES

Use the Fashion photo to create the following four diagrams in illustrator:

1. positive/negative
2. outlines + boundaries
3. texture + pattern
4. geometric logic + behavior

Post on Miro

3.2 Geometry analysis and hierarchy

CLASS OBJECTIVES

By looking at a graphic illustration, the student will break the image down into its component geometries and thus learn how geometric relationships and proportions affect how we view images and where the important components lay. The designs created in the BASIC GEOMETRY RECOGNITION assignment visually establish a flat two-dimensional world. The challenge of the Hierarchy portion of the assignment will be to establish new possibilities in these familiar designs by generating a set of constraints and use graphic representation techniques to reveal these possibilities.

Part 1: Basic Geometry Recognition

RESOURCES

EXERCISE

Using the same illustration as the previous exercise Generate three (3) distinct geometry extraction diagrams. Remember to:

• Reference the resources listed above as a method for establishing and identifying rules with in the illustration.
• Test the rules / organizing geometries by placing a piece of trace over the image and drawing it.
• Consider combining multiple diagrams to create a more complex system of geometries.

CLASS DISCUSSION

A) Rule Based Design

B) Recognition of natural proportioning systems

C) Articulating Drawings

• Selection process for highlighting information; What to include what to exclude
• Use of line weights, line types and shading to convey hierarchy of information

DELIVERABLES

Three (3) Geometry diagrams. Create in Illustrator, post on Miro

Part 2: Hierarchy Diagrams

Select the most successful analysis from the BASIC GEOMETRY RECOGNITION and create a series of tests (3 minimum) for the same composition trying out different line weights in order to create a sense of hierarchy and to establish potential relationships between the different geometries in the original composition.

Note: All of the designs are ultimately derivatives of your very first illustration abstraction analysis.

The designs you will develop should be diverse. They should:

– Exhibit variety in the density/number of lines within different areas of a design.

– Exhibit variety in the sizes and/or shapes of areas within a design.

– Exhibit variety between designs in the organizational conceptsâ€”include both symmetrical and asymmetrical designs.

– Exhibit variety between designs in the proportion of straight lines and arcs. Finally, work to develop designs that are not obvious products of the constraining rules.

Once you have achieved the desired outcome. Thoughtfully compose all drawings on individual 11×17 artboards in Illustrator, export as JPG and post on MIRO. Add labels, descriptions and tiles as necessary.

RESOURCES

DELIVERABLES

min. three (3) Hierarchy diagrams. Create in Illustrator, post on Miro

3.3 Fields

CLASS OBJECTIVES

Design skills: extract 3D compositions from 2D diagrams. Develop landscape conditions with varying elevations by manipulating the â€śground planeâ€ť above and below the datum. 3D visualization.

Practical skills:3D model making using paper, Bristol board, museum board. Accuracy and neatness in craft.

CLASS DISCUSSION

A) What is â€śFieldâ€ť

You will design a sequence of spaces considering ideas of path, threshold, enclosure, scale, hierarchy and proportion. The organization and relationships between these spaces will be directly derived from the Geometric Hierarchy project but manipulated in such a way that it supports a sequence of experiences through space.

Examples: Lincoln Center Hypar Pavilion, Musee dâ€™Histoire de la Vendee, Wenchuan Earthquake Memorial Museum, General Maister Memorial Park, Lewis River Amphitheater

B) Design Process: 2D to 3D to 2D to 3Dâ€¦ and again â€“

Translation from 2D to 3D: The geometric extraction diagrams exist in a flat two-dimensional world. The challenge of the landscape project is to imagine the three-dimensional implications and design possibilities of the two-dimensional diagrams. Seeing three-dimensional form in two-dimensional shapes is an important skill for environmental designers. Design requires that we constantly translate between the two- and three-dimensions. The goal of this project is to discover and visualize three dimensional form arising from a familiar two-dimensional design.

C) Model Making

• Study model vs Final model
• How to make a model?
• Material options
• Measuring, cutting, gluing
• Scale?

D) Vocabulary

DELIVERABLES

1. min. three (3) landscape diagrams
2. min. three (3) landscape study models that correspond to each diagram