final sp2014 arch20
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Final sp2014 arch20TRANSCRIPT
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5/20/2014 1
TABLE OF CONTENTS Doghouse1 ………………4-11
Doghouse2 …………….12-18
Doric Temple ………..….19-26
Malovich Tower…..……27-34
Sandbox Dream…….....35-40
Sandbox Drape Play..…41-46
Folds In Space……..…….47-53
Lattice Pavilion………....54-62
Rin’s Gallery ………..……63-68
Apartment Layout …….69-75
Smith House…………..…76-81
Sandbox Tower ……..….82-87
Window/shadow play..88-98
Panarama Cabin …..….99-109
SLO Reflections spring ..2014
……………………………….110-114
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Arch 20 Spring 2014 Lum
Delaney Johnson
Table of Contents
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Doghouse 1
1………….. Cover page
2………….. Table of Contents
3………….. Perspective View
4………….. Exterior Elevations
5…………... Reflections
6…………… Parallel Projection
7…………… SLO Progress Report
8…………… SLO Progress Report Cont.
Perspective View
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Exterior Elevations: Front, R. Side, Rear,
L.Side
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Learning sketchup 8 for the first time is quite a new and stimulating experience for me. I found the
tutorials both informative and fun, I also like the fact that the tutorials can be paused and replayed so
I was able to learn at my own pace.
I also found it useful and important in general for sketchup8 to create groups and components using
the right click on a 3 button mouse. This functionality allows me to manipulate and duplicate each
specific piece without affecting other components. I found the group and component functionality to
be quite powerful.
Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, push/pull, offset, tape measure
tool, follow me tool, arc, line, paint bucket, zoom extents, move, circle, eraser, orbit, pan, axes.
Dialog boxes used (View > Face Style > X-ray)
Right click dialog box was used to hide selected lines.
View > Axes was used to hid axes lines prior to exporting to 2d images.
Doghouse 1: Reflections
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Doghouse 1: Parallel Projection
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Isometric view
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Doghouse 1: SLO Progress Report
SLO 1: Appropriately apply graphic tools, techniques, and
conventions to create and communicate ideas.
1.a. Effective management of time & resources SketchUp: 3 hrs. + Portfolio: 3 hrs.
1.b. Draw & Think using analog tools NA
1.c. Draw & Think using digital tools Yes
1.d. Use Architect’s Scale NA
1.e. Use Engineer’s Scale NA
1.f. Use Measurements dialog box Yes
1.h. Apply appropriate Perspective Drawing Technique Yes, see Perspective on page 3.
1.i. Create Paraline Drawing (s) Yes, see Isometric View on page 6.
1.j. Create Orthographic Drawing (s) Yes, see four exterior elevations on
page 4.
1.k. Understand and apply Shade & Shadow Yes
1.l. Incorporate entourage to enhance credibility Yes, from 3D Warehouse
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Doghouse 1: SLO Progress Report SLO 2: Select and effectively use either manual or digital
means to explore, analyze, and document an evolution of
design ideas in architecture and interior design
2.a. Relate modes of representation; select and apply best
system to explore and communicate design intentions
Used perspective and orthographic views to communicate
the idea of doghouse 1
2.b. Produce a set of architectural drawings to document a
case study
NA
2.c. Produce a portfolio of work that chronicles student
learning throughout the semester
Yes
SLO 3: Accurately relate each aspect of the drawn visual
language system to three-dimensional reality and human
perception
Use of perspective view with entourage and shade
communicates the reality of Doghouse 1. Inclusion of a
human figure an other forms gives a credible scale to the
doghouse.
SLO 4: Visually and verbally explain the process of idea
development using graphic representation
The process of developing the doghouse a class exercise
to begin with and other details were added outside of
class for additional practice using Skechup 8
SLO 5: Develop an awareness of the relationships
between graphic representations and fundamental design
principles and elements
I have yet to learn relationships between graphic
representations and fundamental design principles in this
class. I look forward to being able to answer this question
further into the semester in this class.
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Arch 20 Spring 2014 Lum
Delaney Johnson
Table of contents
Table of
contents………………………….2
Components and layers
View……….3
SLO progress
report……………………..4
SLO progress
report……………………..5
SLO progress
report……………………..6
Construction sequence
using
scenes………………………………..7
Doghouse 2: Using Components & Layers
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Doghouse 2: SLO Progress Report
SLO 1: Appropriately apply graphic
tools, techniques, and conventions
to create and communicate ideas.
1.a. Effective management of time & resources SketchUp: 1 hrs. + Portfolio: 1.5 hrs.
1.b. Draw & Think using analog tools NA
1.c. Draw & Think using digital tools Yes, I had to plan my design out with the newly learned
layers and tools with expanded and compartmentalized
my design thought process.
1.d. Use Architect’s Scale NA
1.e. Use Engineer’s Scale NA
1.f. Use Measurements dialog box Yes
1.h. Apply appropriate Perspective Drawing Technique Yes
1.i. Create Paraline Drawing(s) No, not appropriate for objectives
1.j. Create Orthographic Drawing(s) No, not appropriate for objectives
1.k. Understand and apply Shade & Shadow Yes
1.l. Incorporate entourage to enhance credibility Yes, the entourage was taken from 3D Warehouse
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Doghouse 2: SLO Progress Report SLO 2: Select and effectively use either manual or digital
means to explore, analyze, and document an evolution of
design ideas in architecture and interior design
2.a. Relate modes of representation; select and apply best
system to explore and communicate design intentions
Perspective views were used to communicate the idea of
doghouse 2. Doghouse 2 is a slightly more complex
iteration of Doghouse 1.
2.b. Produce a set of architectural drawings to document a
case study
NA
2.c. Produce a portfolio of work that chronicles student
learning throughout the semester
Yes
SLO 3: Accurately relate each aspect of the drawn visual
language system to three-dimensional reality and human
perception
Doghouse 2 differs mainly in the additional tools used in
its creation. It is still roughly the same scale as Dh1 but
with slightly more detail incorporated into the finishes.
SLO 4: Visually and verbally explain the process of idea
development using graphic representation
Using components, layers, outliner, and scenes to
systematically develop Doghouse 2 also provided more
insights and control over the design process. Scenes are
used to explain the constituent phases of construction to
others. See p. 17
Doghouse 2: SLO Progress Report
SLO 5: Develop an awareness of the relationships
between graphic representations and fundamental design
principles and elements
Systematically developing Doghouse 2 was only possible
as an iteration of Doghouse 2. As such, breaking the form
of the house into a “kit of parts” creates design
opportunities not possible at the onset of Doghouse 1.
Major changes included the following:
•Wall and roof surface thickness: 4 inches
•Proportional changes to body of house, now 5’ W x 10’D
x 10’ H
•Chimney design is asymmetrical, but sloping surface is
the same 45-degree angle as the gable roof
•Dais is higher and incorporates a different stair
relationship that aligns only with the house entry. The
stairs use 6”R/12”T run.
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Each image is a scene that corresponds to a layer. There are two series of 3 images or
scenes, each from one of two points of view or station points. Images are simply exported 2D
images in .jpg format.
Doghouse 2: Construction Sequence using Scenes
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Arch 20 Spring 2014 Lum
Delaney Johnson
Doric Temple
Table Of
Contents 1………….. Cover page
2………….. Table of Contents
3………….. Perspective View
4………….. Exterior Elevations
5…………... Reflections
6…………… Parallel
Projection
7…………… SLO Progress
Report
8…………… SLO Progress
Report Cont.
Perspective
Exterior Elevations – right, front, left, back, top
Doric Temple
Reflections
The Doric Temple class project has been the most labor intensive project to Date. There were many
components or pieces to the temple that needed to be perfect and identical all the way through.
As I was building the model halfway to completion I realized that when I zoomed all the way in the
pieces weren’t lining up perfectly. I then had to redo the entire upper structure of the temple. This
reinforced the emphasis on precision that is necessary when creating models. This project helped
show how making components and groups can be valuable when using this software.
Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, push/pull, offset, tape measure
tool, follow me tool, arc, line, paint bucket, zoom extents, move, circle, eraser, orbit, pan, axes,
scale, polygon, make group, make component
Dialog boxes used (View > Face Style > X-ray)
View > Axes was used to hide axes lines prior to exporting to 2d images.
(File> Import) .jpg
Right click dialog box was used to hide selected lines.
Parallel Projection
Doric Temple: SLO Progress Report SLO 1: Appropriately apply graphic tools, techniques, and
conventions to create and communicate ideas.
1.a. Effective management of time & resources SketchUp: 8 hrs. + Portfolio: 2 hrs.
1.b. Draw & Think using analog tools yes
1.c. Draw & Think using digital tools Yes
1.d. Use Architect’s Scale NA
1.e. Use Engineer’s Scale NA
1.f. Use Measurements dialog box Yes
1.h. Apply appropriate Perspective Drawing Technique Yes, see Perspective on page 3.
1.i. Create Paraline Drawing (s) Yes, see Isometric View on page 6.
1.j. Create Orthographic Drawing (s) Yes, see four exterior elevations on
page 4.
1.k. Understand and apply Shade & Shadow Yes
1.l. Incorporate entourage to enhance credibility Yes, from 3D Warehouse
25
Doric Temple: SLO Progress Report
SLO 2: Select and effectively use either manual or digital means to
explore, analyze, and document an evolution of design ideas in
architecture and interior design
Na
2.a. Relate modes of representation; select and apply best system to
explore and communicate design intentions
Used perspective and orthographic views to communicate the idea of the
Doric Temple
2.b. Produce a set of architectural drawings to document a case study NA
2.c. Produce a portfolio of work that chronicles student learning throughout
the semester
Yes
SLO 3: Accurately relate each aspect of the drawn visual language system
to three-dimensional reality and human perception
Use of perspective view with entourage and shadows communicates the
reality of Doric temple. Inclusion of human figures gives a credible scale to
the Doric Temple.
SLO 4: Visually and verbally explain the process of idea development using
graphic representation
The process of developing the Doric temple was based on Professor Lum’s
Doric temple model and was essentially copied to practice with precision.
The creative aspect was limited due to the nature of the project.
SLO 5: Develop an awareness of the relationships between graphic
representations and fundamental design principles and elements
Using a 3d example of the model to be rendered, creating components,
and groups allowed me to systematically develop the Doric Temple also
provided guided control over the design process with my developing
Sketchup skills. Developing the Doric Temple was only possible as an
iteration of professor Lum’s Doric temple model. I did not design this
temple but merely added a few small details that deviated from the original
design, I added a soldier and a round staircase on the right side of the
temple 26
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Arch 20 Spring 2014 Lum
Delaney Johnson
Malovich Tower
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1………….. Cover page
2………….. Table of Contents
3………….. Perspective View
4………….. Exterior Elevations
5…………... Reflections
6…………… Parallel Projection
7…………… SLO Progress Report
8…………… SLO Progress Report Cont.
Table of Contents
Perspective View
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Exterior Elevations: Front, R. Side, Rear, L.Side
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Malovich: Reflections
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The Malovich class project started as a learn how to trace an imported image to sketchup and
extrude it into a 3 dimensional structure or building of sorts. I found this project quite enjoyable and
informative, this project gave me a lot of freedom to explore sketchup and really get creative with
my design. Although the tracing from the Malovich painting was similar for most of the students, the
finished product varied greatly from person to person both in color and final design.
Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, push/pull, offset, tape measure
tool, follow me tool, arc, line, paint bucket, zoom extents, move, circle, eraser, orbit, pan, axes,
scale, polygon, make group
Dialog boxes used (View > Face Style > X-ray)
View > Axes was used to hide axes lines prior to exporting to 2d images.
(File> Import) .jpg
Right click dialog box was used to hide selected lines.
Right click dialog box > make group
Parallel Projection
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Malovich: SLO Progress Report
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33
SLO 1: Appropriately apply graphic tools, techniques, and
conventions to create and communicate ideas.
1.a. Effective management of time & resources SketchUp: 6 hrs. + Portfolio: 2 hrs.
1.b. Draw & Think using analog tools NA
1.c. Draw & Think using digital tools Yes
1.d. Use Architect’s Scale NA
1.e. Use Engineer’s Scale NA
1.f. Use Measurements dialog box Yes
1.h. Apply appropriate Perspective Drawing Technique Yes, see Perspective on page 3.
1.i. Create Paraline Drawing (s) Yes, see Isometric View on page 6.
1.j. Create Orthographic Drawing (s) Yes, see four exterior elevations on
page 4.
1.k. Understand and apply Shade & Shadow Yes
1.l. Incorporate entourage to enhance credibility Yes, from 3D Warehouse
Malovich: SLO Progress Report
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34 SLO 2: Select and effectively use either manual or digital
means to explore, analyze, and document an evolution of
design ideas in architecture and interior design
Na
2.a. Relate modes of representation; select and apply best
system to explore and communicate design intentions
Used perspective and orthographic views to communicate
the idea of MalovichTower
2.b. Produce a set of architectural drawings to document a
case study
NA
2.c. Produce a portfolio of work that chronicles student
learning throughout the semester
Yes
SLO 3: Accurately relate each aspect of the drawn visual
language system to three-dimensional reality and human
perception
Use of perspective view with entourage and shade
communicates the reality of Malovich Tower. Inclusion of
human figures gives a credible scale to the monolithic
Malovich Tower.
SLO 4: Visually and verbally explain the process of idea
development using graphic representation
The process of developing the Malovich Tower was a
class exercise to begin with and other detailsand
accessories were added outside of class for additional
practice using Skechup 8
SLO 5: Develop an awareness of the relationships
between graphic representations and fundamental design
principles and elements
Using a 2d jpeg, tracing, and groups allowed me to
systematically develop Malovich Tower also provided
more insights and control over the design process with my
developing Sketchup skills. Developing Malovich Tower
was onlypossible as an iteration of the 2d Malovich
Painting. Breaking the tracing into many separate groups
allowed for individual manipulation and extrusion of the 2d
image tracing peices.
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Arch 20 Spring
2014 Lum
Delaney
Johnson
Sandbox Dream
Table Of
Contents
1………….. Cover page
2………….. Table of Contents
3………….. Perspective View
4………….. Exterior Elevations
5…………... Reflections
6…………… Parallel Projection
Perspective
Exterior Elevations – right, front, left, back, top
Reflections
This sandbox class project was an exploration of the sandbox and stamping tools. Much of this is based on dimensions and instructions that
Professor Lum provided initially but he left some room for design and creative thinking for this model creation. I chose a sort of American
flag themed colors scheme for my model. I got the idea because the buildings shape reminded me of a flag blowing in the wind so I
figured why not paint it the good old US of A red, white and blue colors. The flag like grey translucent portion was initially extremely
structurally unsound so support columns and a big beam was added to the design to at least make the structure more visually believable.
Although not much of my own design is incorporated into this model there are touches here and there like the railing design, stairs and
yellow glass detail at the top of the model. I also added bright orange to balance out the very obvious American flag theme while still
flowing with the color scheme. I also did an experiment, by clicking and dragging a 2d image jpg that I exported I could easily put a
picture of the party on the wall next to the party.
Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, push/pull, offset, tape measure tool, follow me tool, arc, line, paint
bucket, zoom extents, move, circle, eraser, orbit, pan, axes, scale, polygon, make group, make component, explode. Click and drag
2d image
Sandbox toolset > from scratch, stamp
Dialog boxes used (View > Face Style > X-ray)
View > Axes was used to hide axes lines prior to exporting to 2d images.
Parallel Projection
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Arch 20 Spring 2014 Lum
Delaney Johnson
Sandbox Drape Play
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Table of Contents
Sandbox Drape Play
1………….. Cover page
2………….. Table of Contents
3………….. Perspective View
4………….. Exterior Elevations
5…………... Reflections
6…………… Parallel Projection
7…………… SLO Progress Report NA
8…………… SLO Progress Report Cont. NA
PERSPECTIVE
Exterior Elevations: R. Side, L.Side, Rear, Front.
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Now that I have been exploring Sketchup for several weeks I now see that this program is extremely in depth and
will take a lot of time to learn all of the functions. I appreciate the attention to detail that Professor Lum incorporates
into his classes, I can see its usefulness coming into play down the road in the professional world.
The sandbox is a terrain generating tool for Sketchup that is fairly user friendly and somewhat forgiving for the new
user (myself). I learned how to create terrain grids and create path projections by creating a transparent flat plain
above the 3 dimensional terrain grid below. It is useful to be able to create the pathways precisely on the flat plain
and then project (Drape) it down on the terrain. It is more difficult to create the pathways we created without using
the drape tool because the facets or face of the terrain isn’t always coplanar and using the line tool becomes
troublesome at best.
Tools used (View > Tool Palettes > Large Tool Set) select, (View > Toolbars > Sandbox) from scratch, smoove,
Drape, Flip edge, offset, tape measure tool, arc, line, paint bucket, zoom extents, move, circle, eraser, orbit, pan,
axes, reverse faces.
Right click dialog box was used to hide selected lines.
Sandbox Drape Play: Reflections
SANDBOX DRAPE PLAY :PERSPECTIVE
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Arch 20 Spring 2014 Lum Delaney Johnson
Folds In space
TABLE OF CONTENTS
1………….. Cover page 2………….. Table of Contents 3………….. Perspective View 4………….. Exterior Elevations 5…………... Reflections 6…………… Parallel Projection 7……………Scenes
PERSPECTIVE
Right
Left Front
Back
Exterior Elevations
REFLECTIONS
This class project was to explore the Folds functionality of sketchup8. We folded a paper airplane from a virtual 8’x11’ rectangle step by step then created arrays. We also colored our arrays of paper planes through the spectrum of colors in sketchup. Although I learned some specific functionality primarily what I got from this exercise was technical knowledge without much introspection (although it was fun). I also imported a 3d Sci Fi landscape from the 3d warehouse along with a Spaceship and meteorite (I modified them). Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, tape measure tool, line, paint bucket, protractor, rotate, zoom extents, move, eraser, orbit, pan, axes, scale. Dialog boxes used (View > Face Style > X-ray), (Window> scenes) View > Axes was used to hide axes lines prior to exporting to 2d images. (File> Import) .jpg Components 3d warehouse Right click dialog box was used to hide selected lines.
SCENES
PARALLEL PROJECTION
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TABLE OF CONTENTS
1………….. Cover page
2………….. Table of
Contents
3………….. Perspective
View
4………….. Exterior
Elevations
5…………... Reflections
6…………… Parallel
Projection
7…………… Scenes 1-13 8…………… Fun Views
9…………… Fun Views
Cont.
PERSPECTIVE
EXTERIOR ELEVATIONS – RIGHT, FRONT, LEFT, BACK, TOP
REFLECTIONS
This Lattice Pavilion class project was quite fun and interesting. As a class we were given a lot of freedom to create our own unique vision for how we wanted to design our Lattice Pavilions. Since I created a stage in my model I thought it would be a fun challenge to give the massive Sunshade some curve appeal so I came up with a symmetrical design and took some design risks. I think it was worth the risk, and gives the audience a cozy feel while still allowing a somewhat panoramic view. I pulled a few accessories from the 3d warehouse including benches, ticket booth, turn style and a man. This was one of my favorite projects yet.
• Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, push/pull, offset, tape measure tool, follow me tool, arc, line, paint bucket, zoom extents, move, circle, eraser, orbit, pan, axes, scale, polygon, make group, make component, explode. 3d warehouse for the benches, turn style and man
• Sandbox toolset > from scratch, stamp
• Dialog boxes used (View > Face Style > X-ray)
• View > Axes was used to hide axes lines prior to exporting to 2d images.
PARALLEL PROJECTION
Scenes from left to right starting at 1 ending at 13
FUN VIEWS
63
Table of contents
1………….. Cover page
2………….. Table of Contents
3………….. Perspective View
4………….. Exterior Elevations
5…………... Reflections
6…………… Parallel Projection
7……………Scenes
Perspective View
Exterior Elevations
Back Front
Top
Right
Left
Reflections
This Class project presented unique challenges and was the first Photo match we as a class have done this semester. It was interesting to photo match from photos not taken with the task in mind. I learned that for photo matching the sketch up user wants high resolution photos with many angles, purpose taken photos with photo match and 3d modeling in. Although I was not able to model the entire gallery I learned some of the do’s and don'ts of photo match within the sketch up framework. It was informative to recreate a 3d model of Rin’s Gallery and try to conceptualize the process Tadao Ando went through when de designed this charming little Gallery. Compromises in accuracy had to be made to get as far as possible with the modeling of Rin’s Gallery. Accompaning plans and specifications would also be extremely helpful when doing photo match within the skech up framework. This was an illuminating project although I feel that I didn’t have the tools/photos I really needed to create an accurate model of Rin’s Gallery.
Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, push/pull, offset, tape measure tool, follow me tool, arc, line, zoom extents, move, circle, eraser, orbit, pan, axes, scale, 3D warehouse for the casters on my coffee table.
Dialog boxes used (View > Face Style > X-ray)
Photomatch
Camera parallel projection for the exported 2d images/elevations
View > Axes was used to hide axes lines prior to exporting to 2d images.
Isometric View (predicated on 30
degrees)
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TABLE OF CONTENTS
1………….. Cover page
2………….. Table of Contents
3………….. Perspective View
4………….. Exterior Elevations
5………….. Reflections 6…………..Parallel Projection
7………..Furnishings Inventory
Perspective View
Top
Right
Left
Back
Front
Exterior Elevations
REFLECTIONS
This floor plan assignment was the first project that involved measuring a real living space the old fashion way
with a tape measure, it also involved taking inventory of all furnishings within the space. This project was less
artistic and exploratory that previous projects. Many less tools from the sketchup arsenal were utilized to create
this model/interior layout but I did learn and had some previous lessons reaffirmed i.e. making all of the furniture
models components so that they don’t stick!!! Layering was used to keep furnishings, text labels and structural
components segregated for various different endeavors within the project. It was a new and illuminating
experience to see a miniature 2d/3d version of how my living space looks. I am into the idea of home/building
design so this project is very relevant to where I want to take my design skillset. Modeling all of my furnishing’s and
fixtures was also fun and slightly challenging so I opted for modeling slightly more basic but proportionate versions
of them.
• Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, push/pull, offset, tape measure tool, follow
me tool, arc, line, paint bucket, zoom extents, move, circle, eraser, orbit, pan, axes, scale, polygon, make
component, explode. 3D warehouse for the casters on my coffee table.
• Dialog boxes used (View > Face Style > X-ray)
• Camera parallel projection for the exported 2d images/elevations
• View > Axes was used to hide axes lines prior to exporting to 2d images.
Parallel Projection
Apartment inventory furniture
Couch 36”x96”
Bed 72”x84”
Dressers 18”x18”x56h (x3)
Long Dresser 63x19x34h
Linen Shelf 48x18x56h
Computer desk 24*60*36h
Monitor 21*19”
Storage Cabinets 15*24*24h (x4)
Shoe Rack 44w12d48h
Narrow shelves 23*13*60h (x2)
Coffee Table 21*55*21h
Television 34*54”
Sink (bath room ) 37w*32t*19 deep
Sink (Kitchen) 56*25*40” Tall
Coffee Table 55”*27”*19”h
Refrigerator 40*56*30
Inventory
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•
TABLE OF CONTENTS
• 1………….. COVER PAGE
• 2………….. TABLE OF CONTENTS
• 3………….. PERSPECTIVE VIEW
• 4………….. EXTERIOR ELEVATIONS
• 5…………… REFLECTIONS
• 6…………… ISOMETRIC PARALLEL PROJECTIONS
Perspective
front
Top
Right
Back
•
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Arch 20 Spring 2014 Lum
Delaney Johnson
Sandbox Play Structure
1… COVER PAGE 2… TABLE OF CONTENTS 3… PERSPECTIVE VIEW 4… EXTERIOR ELEVATIONS 5… REFLECTIONS 6… PARALLEL PROJECTION
PERSPECTIVE
EXTERIOR ELEVATIONS
REFLECTION
• THIS WAS A SAND BOX PROJECT IN WHICH I USED SANDBOX TO CREATE 3D FORMS AND USED ARRAYS
TO CREATE A SORT OF TOWER. I THEN SHRUNK THIS TOWER DOWN AND MADE A DUPLICATE TOWER
WITHIN THE FIRST ONE. SANDBOX IS A GREAT TOOL WITHIN SKETCH UP THAT ALLOWS THE CREATIONS
OF CURVILINEAR FORMS WITHIN ITS FRAMEWORK. ALTHOUGH I AM ONLY IN THE INFANCY STAGE OF
USING SANDBOX I DO UNDERSTAND AND KNOW HOW TO APPLY THE TOOL TO PORTRAY MY DESIRED
FORMS TO A CERTAIN DEGREE OF ACCURACY. I ALSO USED ARRAYS TO CREATE THE PANELS THAT I THEN
STUCK TOGETHER TO CREATE THE TOWER STRUCTURE. THIS CLASS PROJECT HAD VERY LOOSE
STRUCTURE IN THE DIRECTION AND WAS A WELCOME BRAKE FROM THE MORE TIGHTLY REGULATED
PROJECTS THAT WERE PREVALENT THIS SEMESTER.
PARALLEL PROJECTION
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1………….. Cover page
2………….. Table of Contents
3………….. Room 1
4………….. Room 2
5………….. Room 3
6………….. Room 1
7………….. Room 2
8………….. Room 3
9………….. Perspective View
10…………… Reflections
Room 1
Room2
Room 3
Room 1
Room 2
Room 3
Perspective
SHADE AND SHADOW
THIS PROJECT WAS AN ANALYSIS OF HOW SHADOW INTERACTS WITH DIFFERENT
WINDOW SETUPS. AS A CLASS WE HAD A CHANCE TO EXPERIMENT WITH DIFFERENT
WINDOW CONFIGURATIONS AND HOW SETTING THE SEASON AND TIME OF DAY
MANIPULATES THE EFFECT THE SHADOWS HAVE ON THE INTERIOR OF THE DIFFERENT
ROOMS. SKETCHUP IS A GOOD TOOL TO ANALYZE HOW THE LIGHT WILL AFFECT THE
INHABITANTS OF THE CURRENT OR PROPOSED STRUCTURE. DEPENDING ON THE USE OF
THE STRUCTURE YOU CAN SEE WHAT KIND OF WINDOW SHADES EXTERNAL OR
INTERNAL (PERHAPS BOTH) MIGHT BE NEEDED TO MAKE LIFE WITHIN MORE
COMFORTABLE AND HABITABLE, ALSO WHICH SIDE OF THE STRUCTURE TO ORIENT SAID
WINDOWS. DURING THIS SEMESTER I HAVE HAD SOME EXPOSURE TO THE EFFECT THAT
SHADOWS HAVE ON 3D MODELS BUT I FEEL THIS SUBJECT NEEDS MORE EXPLORATION.
WITH THE KNOWLEDGE AND PERSPECTIVES THAT I HAVE GAINED DURING THIS CLASS I
NOW HAVE THE TOOLS TO TAKE SHADOW AND WINDOW EXPLORATION TO A DEEPER
PLACE WITH A BROADER UNDERSTANDING.
Reflections
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TABLE OF CONTENTS • 1………….. Cover page
• 2………….. Table of Contents
• 3………….. Perspective View
• 4………….. Exterior Elevations
• 5…………… Section Cuts
• 6…………… Floor Plans
• 7……………Reflections
• 8…………… Isometric parallel projections
• 9…………… SLO Progress Report
PERSPECTIVE VIEW
EXTERIOR ELEVEVATIONS
Left
Back
Top Front
Right
CROSS SECTIONS
Back Crosscut Right Crosscut
Front Crosscut
FLOOR PLANS
First floor Second Floor
REFLECTIONS
• This Cabin class project is the final class project and has been quite illuminating in multiple ways. I designed this project primarily from the outside inward because there were external aspects I wanted to exist regardless of what I put into the interior. This final project was the most labor intensive project partially because this cabin has to be habitable for people/persons. Until this point speaking only for myself I haven’t designed or 3d modeled a structure that if it was actually built a person could live somewhat comfortably in. I kept my finishing's somewhat simple and tending towards the modern style although I attempted to add subtle flair that might not be observed during the first looks. Building this project also reinforced the need to create components to keep items from sticking and making them much easier to duplicate.
• This house/cabin has 5 glass walls that open at the press of a button to give a very open air feeling without actually being outside (watch out for insects). Full length motorized black out window shades are installed so the inhabitant can control the amount of light that enters the cabin at any given time during daylight hours. This cabin allows so much light in that I opted out of having light come through the rooftop.
• Tools used (View > Tool Palettes > Large Tool Set) select, rectangle, push/pull, offset, tape measure tool, follow me tool, arc, line, paint bucket, zoom extents, move, circle, eraser, orbit, pan, axes, scale, polygon, protractor, section cut, make group, zoom extens, sandbox, smoove, 3d warehouse, layers.
• Dialog boxes used (View > Face Style > X-ray)
• View > Axes was used to hide axes lines prior to exporting to 2d images.
• (File> Import) .jpg (NA)
• Right click dialog box was used to hide selected lines.
• Right click dialog box > make group
• Right click dialog box > delete section cut tool
ISOMETRIC PARALLEL PROJECTION
5/20/2014
Panorama Cabin: SLO Progress Report
SLO 1: Appropriately apply graphic tools, techniques, and conventions to create and communicate ideas.
1.a. Effective management of time & resources SketchUp: 12hrs+, Portfolio: 3 hrs.
1.b. Draw & Think using analog tools NA
1.c. Draw & Think using digital tools Yes
1.d. Use Architect’s Scale NA
1.e. Use Engineer’s Scale NA
1.f. Use Measurements dialog box Yes
1.h. Apply appropriate Perspective Drawing Technique Yes, see Perspective on page 3.
1.i. Create Paraline Drawing (s) Yes, see Isometric View on page 8.
1.j. Create Orthographic Drawing (s) Yes, see four exterior elevations on
page 4.
1.k. Understand and apply Shade & Shadow Yes
1.l. Incorporate entourage to enhance credibility Yes, from 3D Warehouse
5/20/2014
SLO Progress Report Cont. SLO 2: Select and effectively use either manual or digital
means to explore, analyze, and document an evolution of
design ideas in architecture and interior design
2.a. Relate modes of representation; select and apply best
system to explore and communicate design intentions
Used perspective and orthographic views to communicate
the idea of Panorama Cabin
2.b. Produce a set of architectural drawings to document a
case study
NA
2.c. Produce a portfolio of work that chronicles student
learning throughout the semester
Yes
SLO 3: Accurately relate each aspect of the drawn visual
language system to three-dimensional reality and human
perception
Use of perspective view with entourage and shade
communicates the reality of Panarama Cabin. Inclusion of
a human figure an other forms gives a credible scale to
the Cabin.
SLO 4: Visually and verbally explain the process of idea
development using graphic representation
The process of developing the Panorama Cabin a class
exercise to begin with and other details were added
outside of class for additional practice using Skechup 8
SLO : Develop an awareness of the relationships between graphic
repressentation, intentions and fundamental design principles and
elements.
Systematically developing Panorama Cabin was possible with the parameters that
Prof. Lumm specified for the class which were 20x30 footprint, two levels,
cantilevered deck, stilts, and a ramp for entry. As far as fundamental design
principles go my effort was to keep the overall design fairly neutral and slightly
modern. My sense of modern means clean lines, rectangular forms and open floor
plans. I wanted a glass house without the “glass house” look. This goal was
achieved by keeping the roof solid and having a significant enough structure and
some walls that had just ordinary windows with some wall sections beneath them.
I attempted to make the most efficient use of space possible given the specific
footprint of 20’x30’. Keeping the bathrooms small but not cramped and using
pocket doors allowed for more usable space and little risk of door opening
conflicts for its inhabitants. Walls kill usable space so I only have walls where
absolutely necessary. I moved the stairs outside of the 20x30 space to keep them
out of the living area.
The kitchen/living room area is an open floor plan separated only by the island.
Translucent glass countertops were painted white on the underside for 2 reasons,
1 was to bring out the pattern of the glass the other reason is to keep the contents
below the countertop hidden from view.
5/20/2014 109
SLO Progress Report Cont.
SPRING SEMESTER FINAL STUDENT LEARNING OUTCOME ASSESSMENT
SPRING 2014: FINAL SELF STUDENT LEARNING OUTCOME ASSESSMENT
SLO 1: Appropriately apply graphic tools, techniques, and conventions to create and communicate ideas.
1.a. Effective management of time & resources SketchUp: 12 hrs. + Portfolio: 3 hrs.
1.b. Draw & Think using analog tools Yes
1.c. Draw & Think using digital tools Yes, Using sketchup version 8 – version 2014
1.d. Use Architect’s Scale Yes
1.e. Use Engineer’s Scale Yes
1.f. Use Measurements dialog box Yes
1.h. Apply appropriate Perspective Drawing Technique Yes throughout the semesters different projects
1.i. Create Paraline Drawing(s) Yes throughout the semesters different projects
1.j. Create Orthographic Drawing(s) Yes
1.k. Understand and apply Shade & Shadow Yes throughout the semesters different projects
1.l. Incorporate entourage to enhance credibility Yes, from 3D Warehouse throughout the semesters
different projects
1/5/14 111
SPRING 2014: FINAL SELF STUDENT LEARNING OUTCOME ASSESSMENT
SLO 2: Select and effectively use either manual or digital means to explore,
analyze, and document an evolution of design ideas in architecture and interior
design
2.a. Relate modes of representation; select and apply best system to explore and
communicate design intentions
Different views were used such as perspective, Parra line, isometric (30 degrees),
elevations (right, left, front, back , top and bottom), floor plan and section cut views
to communicate the ideas of the different models I made in this class during the
semester.
2.b. Produce a set of architectural drawings to document a case study NA
2.c. Produce a portfolio of work that chronicles student learning throughout the
semester
Yes this is that chronicle of student learning for spring 2014
SLO 3: Accurately relate each aspect of the drawn visual language system to three-
dimensional reality and human perception
During the semester as the projects increased in complexity so did the graphic
language, for example on the last class project all of the individual elements,
structural and otherwise had to be feasible for a real construction project. All of the
creative elements had to fit into this feasibility envelope. Many of the other projects
were exercises in creativity and design with less basis on what could feasibly be
executed with currently accessible materials and technology.
SPRING 2014: FINAL SELF STUDENT LEARNING OUTCOME ASSESSMENT SLO 4: Visually and verbally explain the
process of idea development using graphic
representation
Using components, layers, outliner, and groups to systematically develop the class projects provided a more advanced
degree of control while building / 3d modeling the class projects. Creating independent components as self contained pieces
allows for more rapid duplication and manipulation via the make unique function when needed within the larger framework of
a given project. Changes to the original conceptual design were common during the creation of the last class project and
other house building projects done on my own time. As I would hand draw a house in 2d on a piece of paper considerations
became apparent later when modeling them in sketch up, perhaps this was due to my inexperience. An example would be
how is item x supported and since item x is supported with this new structural beam how does this affect item y and how can
I keep or imply the same or similar aesthetics as the original conceptual design. This process made me realize I should/could
just do a very basic sketch to get the most basic design and key details down on paper, then just use this as notes in the 3d
modeling process. This analog process also helped me to advance my thought process to the point where I could almost
merge my simple 2d sketches with what I was planning in the 3d plane of sketch up. Scenes were used for some of the
projects to illustrate the various progressive phases of the construction process. Sometimes the program or at least my level
of knowledge and mastery of the program dictates what I was capable of modeling within its framework.
Although I am just a novice with regard to sketch up I can see that projects of a certain nature ( curvilinear ) would be better
modeled on a software platform more optimized for such a task (at least for me). Call me a fledgling futurist but I am not
ashamed to admit it.
Reflections for Spring 2014
This semester started out with the challenge of trying to keep students on the same page with the learning curve. After several weeks the curve flattened out and we as a class were able to navigate smoothly through the class projects and cover more material with less focus on the specific technical tools (functions) and learn more about design principles and other tools (methods) outside of Trimble sketch up 8. By mid semester I had learned and become somewhat fluid with creating arrays for building structures and other 3d models such as the Doric Temple, Malovich Tower and Sandbox Dream. Towards the end of the semester we learned how to properly use some analog tools such as the Architects scale and Engineers scale. We also used the scale tools to draw a to scale floor plan of our apartments (or houses) (see page 107). I had seen these tools for years here and there and now I finally now what they are and how they are used. Prof Lumm took the class step by step through a shade and shadow exercise giving geometric functions for calculating where the shadows are cast with the sun in a given position in the sky (see page 107). He also explained the difference between sun source of light vs point source along with the effect it has on the cast shadow of a given object. I am somewhat savvy when it comes to computer software programs but I must say that Prof Lumm is both intrinsically gifted with regard to technical instruction and empathetically understanding of individuals that are not able to instantaneously (quickly) assemble the class projects. The Prof. challenged me to dig a little deeper with my narrative expository explanations of my own personal learning process within each class assignment. It took me until the end of the semester to put all of the pieces together and realize now this was imperative to my own learning process. I could go on all day but I don’t have a degree as of yet!!!
SHADOW STUDY AND APARTMENT FLOOR PLAN