Category: Assignment

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A5: Using Our Hands

Berend Kessler

in class…blind awareness
in class…utility knife drawn blind
cat brush observed blind
brush analysis
brush analysis cont’d
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A5 | Using Our Hands | Yette Gram

In class exercises

In class sketches of a mug, highlighting the parts that are most noticeable to touch.

Assignment

The following two sketches were of objects placed in a box, and chosen blindly. I selected an object, explored it by touch, and then returned it to the box before opening my eyes and beginning to draw. I recognized the first object (a portable speaker) for what it was immediately, but the second remained a mystery until after I had completed the drawing (the metal insert for the nose piece of a mask).

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Assignment 4_Wenwen Zhuang

Centre for Interactive Research on Sustainability (CIRS)

CIRS is built on a slope.

Its LID system bascially consists of the green roof, rain garden, and water treatment system. Stormwater is collected from the highest roof top and storaged by underneath cistern, treated by water treatment plant, and finally supports back to the daily uses in the building and also irragate the rain garden and the verticle planting.

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A5 | Kathryn Pierre

Tactile observations of my mystery object, which turned out to be my roommate’s night serum for her face.

My in class object was chosen blindly by feeling around on my nightstand until I landed on an unfamiliar object, my sewing scissors.

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A5 | Using Your Hands | Noora

A wireless mouse usually serves a visual function, and was interesting to approach without vision.

Weight, hollowness, heat, sounds, textures, seams and moving parts became became more apparent. The ambidextrous design of the mouse was also apparent through touch when holding the mouse.

The shallow engraved labels and small blue light to indicate that the mouse was on were no longer legible, but still palpable through textures or heat.

Inferences about internal components could be made more readily without vision (e.g. the weight of batteries, the clicking of switches, the heat of wired components, etc.)
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A4 | Above, At & Below Ground | Noora

Repost from A3: Based on feedback, I attempted to draw the upper level with more context and greater clarity for the roof garden. However, I found that this cluttered the drawing, and that I wasn’t able to find a good perspective efficiently enough. Instead I’ve attempted to create a series of diagrams that work collectively to show the space.
This sectional diagram builds on the above axonometric to show key spaces and context. Perhaps the largest limitation of this drawing is the failure to show the ramps, and the omission of the slope which moves laterally in front of the roof garden area.
Diagrams to show the movement of stormwater from the roof of the museum through a constructed wetland.
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Assignment 5 | Marissa Campbell

For this assignment I drew three different objects based on touch only, again with a blindfold during the drawing process, and finally with sight and the object in front of me. In all cases the series of drawings are distinctly different based on the information available and my attempt to convey it.

The seashell was the simplest of the 3 items drawn. The hollow cone shape fit perfectly over my thumb which helped me to imagine the relative scale of the form’s dimensions as I drew. In the final series, my sight helped me to capture more subtleties of the organic bumpy texture than what I could represent based on touch alone.
Object 2 was a mini cosmetics container. The smooth plastic was difficult to represent texturally. Instead I focused on the inside and outside aspects of this container, which holds a application brush that can’t be seen when the item is closed.
The third object was a hair clip with a spring. This was the most challenging due to the complexity of the form and the movement/sound of the spring. I caught myself trying to draw this from memory more than from touch. I would like to try this one again with more emphasis on the forces of the spring, which creates resistance when opened, and then snaps quickly closed. The accompanying sounds for each motion could also be integrated better to indicate that this is not a static object.
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A4 | Kathryn Pierre

I conducted a study of the use of the East side of the NEST at UBC on a sunny afternoon one day this week. I wanted to explore whether the new turf field was actually in use – to my delight it was well populated that day. I also looked at the areas around the NEST to study how the availability of green space and spatial programming influences the experience of the gathering space on the western side of the building.

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    A4 – Remi Landry Yuan

    Sketch of site. CBY building at UOttawa, looking to examine the relationship between the different options of circulation and relation to perception of ground level.
    West Elevation of the building. We can begin to see the difference between the upper entry and lower entry, with car and road access.
    Axonometric drawing mapping an imaginary dividing plane between the main floor and the lower level (street level)
    Water irrigation done through series of rooftop drains. The plan provide a view of the main circulation from the campus on the north, and the secondary circulation from the adjacent neighborhoods to the east.
    Long Elevation showing the relationship of the building to the rest of the campus topography. With the dip in the path from the north side, pedestrians perceive the main entrance (above street level) to be the lowest level.
    In this section, we can see that the open area at the main entrance is covered in grass, serving as a method of water irrigation and further pushing perception of it being the lowest level.
    Full site plan. Red circulation indicates paths from main campus, where the main entrance is perceived as the lowest level. The gray dotted circulation comes from the neighborhoods and street side, perceiving this main entrance as the second level.
    Long section demonstrating the variance in topography.
    In class exercise
    In class exercises

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