Hi Guys,
I've had a few requests for an extension for Assignment 1. They were based on a few outages of the technologies we are using. As these would have affected all of you I've decided that a class wide extension is reasonable.
The new due date for Assignment 1 is Sunday 8th of September; so an additional week.
I'll consult with you all in class on Monday to determine if we push the submission dates for Assignment 2 and 3 out a week or if we try to make the time back up.
Cheers
Friday, August 30, 2013
Wednesday, August 21, 2013
Independent Study; 26th August
Hi All,
Just a reminder (from the course outline) that I'll be away on the 26th of August ... so you will be required to work independently.
It's a great opportunity to get together and refine your rapid prototyping and laser cutting skills.
Cheers, see you on the 2nd of September
Just a reminder (from the course outline) that I'll be away on the 26th of August ... so you will be required to work independently.
It's a great opportunity to get together and refine your rapid prototyping and laser cutting skills.
Cheers, see you on the 2nd of September
Sunday, August 18, 2013
Today's Class
Hi Guys,
Lets meet in the level 2 lab (rm2034) at 9am; we can go from there.
Today we'll be reviewing this work in one on one meetings:
1. Complete project component list and timeline
2. Create “water-tight” digital components, laser cut components
3. Create blue foam components.
4. Create first draft assembly.
Via your blog.
While we are doing this you'll be 3d printing (rm2025), laser cutting (design lab) and assembling the components.
UPDATE: we've been given the go ahead for a desktop laser cutter (for rm2025) and I've placed the order with the supplier.
For a little background reading see the extract below for an interesting reflection on innovative representation and the resulting architecture:
Moloney, J. "3d Game Software and Architectural Education."
Auckland has established itself among the top design schools in Australasia with our students frequently successful in prestigious international competitions. Reviews by accrediting agencies often make comment on the excellence and innovation students demonstrate in drawing and model making. In my view this is due to the emphasis placed by most design studios on the close relationship between representation and the development of design ideas. The “mark - interpret - mark cycle” articulated by Daniel Herbert in relation to sketching has been extended within our design studios to the production of innovative composite drawings and malleable physical models (Herbert, 1993). While not a certainty our experience has shown that innovative representation
generally produces innovative and sophisticated architectural projects. These observations are reinforced by the work of theorist Robin Evans who in “The Projective Cast” traces the relationship between projective geometry and the generation of architectural form (Evans, 1995). In this work he proposes that the historical development of architecture has been limited by the ability to describe form on paper, and hence related to the drafting tools and techniques available at any given period.
Evans’ historical perspective has been used by the author to propose alternate strategies facilitated or made possible by the use of digital technology (Moloney, 2000). These were categorised as emergent form (using generative techniques such as cellular automata, shape grammar or genetic algorithms), immersive editing (the editing of architecture within virtual environments) and computer aided construction (the automated construction of architecture using CNC machines). These three strategies are to my mind the advantages of computing for design. While the first
involves computer programming beyond the curriculum of most schools and the later requires specialised and expensive machines, the facility to evaluate and alter architectural design - immersive editing - is within the resources of typical architecture schools.
Paper presented at the Meeting at the Crossroads. Short Paper Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education., Melbourne, Australia, 9-12 December 2001.
Cheers
Lets meet in the level 2 lab (rm2034) at 9am; we can go from there.
Today we'll be reviewing this work in one on one meetings:
1. Complete project component list and timeline
2. Create “water-tight” digital components, laser cut components
3. Create blue foam components.
4. Create first draft assembly.
Via your blog.
While we are doing this you'll be 3d printing (rm2025), laser cutting (design lab) and assembling the components.
UPDATE: we've been given the go ahead for a desktop laser cutter (for rm2025) and I've placed the order with the supplier.
For a little background reading see the extract below for an interesting reflection on innovative representation and the resulting architecture:
Moloney, J. "3d Game Software and Architectural Education."
Auckland has established itself among the top design schools in Australasia with our students frequently successful in prestigious international competitions. Reviews by accrediting agencies often make comment on the excellence and innovation students demonstrate in drawing and model making. In my view this is due to the emphasis placed by most design studios on the close relationship between representation and the development of design ideas. The “mark - interpret - mark cycle” articulated by Daniel Herbert in relation to sketching has been extended within our design studios to the production of innovative composite drawings and malleable physical models (Herbert, 1993). While not a certainty our experience has shown that innovative representation
generally produces innovative and sophisticated architectural projects. These observations are reinforced by the work of theorist Robin Evans who in “The Projective Cast” traces the relationship between projective geometry and the generation of architectural form (Evans, 1995). In this work he proposes that the historical development of architecture has been limited by the ability to describe form on paper, and hence related to the drafting tools and techniques available at any given period.
Evans’ historical perspective has been used by the author to propose alternate strategies facilitated or made possible by the use of digital technology (Moloney, 2000). These were categorised as emergent form (using generative techniques such as cellular automata, shape grammar or genetic algorithms), immersive editing (the editing of architecture within virtual environments) and computer aided construction (the automated construction of architecture using CNC machines). These three strategies are to my mind the advantages of computing for design. While the first
involves computer programming beyond the curriculum of most schools and the later requires specialised and expensive machines, the facility to evaluate and alter architectural design - immersive editing - is within the resources of typical architecture schools.
Paper presented at the Meeting at the Crossroads. Short Paper Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education., Melbourne, Australia, 9-12 December 2001.
Cheers
Sunday, August 11, 2013
Today's Class
Hi Guys,
A reminder that we'll be meeting in Lab 5 (level 3, far end) at 9am to begin the Design Exam.
From the course outline (supplements in brackets):
Week 3, 12th August: 9am to 2 pm
Design exam: 5hr exam to design house 1 (Use chronolapse to capture your work in progress. Refer to the feedback and review sheet to focus your efforts).
Independent study: complete project component list and timeline; create “water-tight” digital components, laser cut components; create blue foam components; create first draft assembly; upload digital images.
Cheers
A reminder that we'll be meeting in Lab 5 (level 3, far end) at 9am to begin the Design Exam.
From the course outline (supplements in brackets):
Week 3, 12th August: 9am to 2 pm
Design exam: 5hr exam to design house 1 (Use chronolapse to capture your work in progress. Refer to the feedback and review sheet to focus your efforts).
Independent study: complete project component list and timeline; create “water-tight” digital components, laser cut components; create blue foam components; create first draft assembly; upload digital images.
Cheers
Thursday, August 8, 2013
OHS documents to read for Laser Cutter
Hi Guys,
Read these and next time you go down to the Design Lab you can sign the OHS documents and then you are good to go:
www.russelllowe.com/arch7112_2013/IDLabManual2009.pdf
www.russelllowe.com/arch7112_2013/RA_Universal Laser_ILS9150D_V_01.pdf
www.russelllowe.com/arch7112_2013/SWP_Universal Laser ILS9150_V_01.pdf
Cheers
Read these and next time you go down to the Design Lab you can sign the OHS documents and then you are good to go:
www.russelllowe.com/arch7112_2013/IDLabManual2009.pdf
www.russelllowe.com/arch7112_2013/RA_Universal Laser_ILS9150D_V_01.pdf
www.russelllowe.com/arch7112_2013/SWP_Universal Laser ILS9150_V_01.pdf
Cheers
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