SPING 2011

TEXAS TECH UNIVERSITY

INTSTRUCTOR ROB_DIAZ
TA WILL_DENMAN
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 Texas Tech University College of Architecture
ARCH 1353- 590, 591, 592, 593, 594, 595, 596, 597,
598, 599
DIGITAL MEDIA I
Instructor: Rob Diaz
Coordinator: Maria R. Perbellini
TAs: Kyle Meeks, Will Denman, Christopher Davis, Jose
Sanchez
Spring 2011
COURSE INFORMATION
Catalogue description:
1353. Digital Media I - Prerequisite: AutoCAD. An
introduction to the use of the computer as a design draw-
ing tool with an emphasis on conceptual knowledge and
computing skills for design communication. Levels: Under-
graduate - TTU Credits: 3 semester credit hours
NAAB STUDENT PERFORMANCE
CRITERIA 2009
A.3 Visual Communication Skills: Ability to use appropri-
ate representational media,such as traditional graphic
and digital technology skills, to convey essential formal
elements at each stage of the programming and design
process.
COURSE OVERVIEW
The course intent is to develop the ability to use repre-
sentational tools and methods. Students are exposed to
effective visual communication strategies using arrange
of media, such as analog and digital drawings and
graphics, to support each stage of the design process. The
ÛklmlmZ`^h_mabl\hnkl^bgmkh]n\^lZ`^g^kZedghpe^]`^
about images made of pixels: type, size, resolution and
all those basics information that are necessary to acquire
bghk]^kmh[^^_Û\b^gmpbma`kZiab\l'Ma^l^\hg]lmZ`^
of the course focuses on the use of Adobe Photoshop.
Students learn about how to manipulate and edit pixel-
images. They work with a full set of actions involved with - have the ability to use the indicated digital programs
k^bm^kZmbhg%mkZgl_hkfZmbhg%^]bmbg`%Ûem^kbg`Zg]eZr^kbg`' features;
The history of all these applications must be documented - be able to manipulate and transform images (pixels) and
graphically. The third stage explores vectors and diverse drawings (vectors);
ways to deal with lines and drawings. Students implements - be able to generate and edit digital applications and
Zeema^_^Zmnk^lh_:]h[^BeenlmkZmhk%bg\en]bg`Ûe^l^qihkm tasks;
techniques from other programs (Photoshop,AutoCAD) &[^Z[e^mhhk`Zgbs^Ûe^lmkZgl_^kl[^mp^^gikh`kZfl4
and text features. The fourth stage goes more in depth on &[^^_Û\b^gmZg]\k^Zmbo^pbmalmn]bhikhc^\mlk^ik^l^gmZ-
layout and additional graphical applications using Adobe- tions and portfolio layout and content.
In-Design, instrumental for giving to the students more
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Table of Contents:
tion. Students work on weekly assignments.
COURSE STRUCTURE
The course is designed to work both as the supporting Assignment# Page:
course associated with 001.....................................................01-04
ARCH 1411, Architectural Design Studio I, and as a “stand
alone” course. 002_a.................................................05-06
Students apply the course digital knowledge and tools on
ma^bklmn]bh]^lb`gikh\^ll%bghk]^kmh[^^_Û\b^gmZg] 002_b.................................................07-08
well prepared on graphical representations. Guided by 003_a.................................................09-10
the instructor and the coordinator, the section assistants
will be responsible for every in-class aspect of their 003_b.................................................11-12
particular section of this course: from taking attendance,
to assignment delivery, to assessment. A typical class day 004_a.................................................13-14
will include anything from a program related presentation, 004_b.................................................15-16
a discussion of an assigned reading, to a review of com-
pleted work. Each section meets nominally for two hours
each week at designated times. The section assistants will
aZo^mphahnklZp^^dh_k^`neZkh_Û\^ahnkl_hklmn]^gml
in their section. A student with a median skill and acumen
level should require 9 hours of study a week outside class
to successfully complete the coursework.
EXPECTED LEARNING OUTCOMES
On completion of this course the student should:
- have a good understanding of digital representations
and graphics, and their impacts on architectural design;
ii
001 grid_002

“Traveling Pixels”

EXPLORING THE BASIC CAPABILITES OF PHO-

TOSHOP A 25X25 GRID OVERLAYS TWO
SEPRATE GOOGLE MAPS.
ONE MAP PLOTS grid_001
THE MAJOR STOPS BETWEEN HOUSTON AND
CALGARY; BOTH PLACES I HAVE LIVED IN
AND A TRIP I HAVE DRIVEN MULTIPLE TIMES.
original 25x25
MA> L><HG= F:I <HG:MBGL IE:<>L BO>
BEEN AND LIVED WITHIN NORTH AMERICA. 02
 grid_002

grid_001

WITH BASIC MANIPULATION GRID_001 IS AR-

RANGED IN THE SAME GENERAL ORIENTATION
AS THE POINTS PLOTTED ON IT. GRID_002 IS
DISPERESED TO HELP BALANCE THE COMPOSI-
TION GIVING AN “X” SHAPE; REFERENCE-
ING THE IDEA THAT “X” MARKS THE SPOT.
002_a
“Stair Collage”

AGIAN EXPLORING THE CAPABILITIES OF PHOTO-

SHOP, PROJECT 002_A CONSISTS OF MULTIPLE
PHOTOGRAPHS (10-15) OF A STRUCTURE AT
DIFFERENT ANGLES AND VANTAGE POINTS. MA-
NIPULATION OF THE PHOTOGRAPHS LENDS THE
STRUCTURE TO BE REBUILT.AS A COLLAGE, LINES
AND SHAPES OF THE STRUCTURE BEGIN TO LINE UP. 06
 isolation_001
002_b

BgÛgbmrLmZbkl

detail

USING THE SAME PHOTOGRAPHS AS 002_A A

MORE UNIQUE COLLAGE IS CREATED. ISOLATING
THE STRUCTURE FROM THE BACKGROUND ALLOWS
FOR A DEGREE OF COMPLEXITY WHEN MULTIPLE
isolation_002 PHOTOS ARE LAYERED. IT ALSO ALLOWS FOR CON-
NECTIONS BETWEEN THE LINES AND GEOMETRIES
07 GIVING THE ENTIRE COMPOSITION CONTINUITY.
003_a
“Linear Meier Collage”

NLBG@ ?HNG= BF:@>L H?KB<A:K=F>B>KL

RACHOFSKY HOUSE, PROJECT 003_A CON-
SISTS OF ISOLATING SECTIONS OF THE BUILD-
ING. USING LINEAR STRUCTURAL ELEMENTS
A NEW COMPOSITON IS MADE HIGHLIGHT-
ING IMPORTANT FEATURES OF THE ORIGINAL. original photos 10
 003_b
“Linear Meier”

PROJECT 003_B IS AN EXPLORATION OF THE

LINEAR ELEMENTS FOCUSED ON IN 003_A.
USING ILLUSTRATOR, LINES WHICH EXTEND BE-
YOND THEIR BOUNDARIES ARE PLACED OVER THE
ORIGINAL COLLAGE. USING 3-4 SHADES OF
GREY NEW TERRITORIES ARE FILLED TO HELP UN-
11 DERSTAND THE GEOMETRIES OF THE BUILDING.
004_a
“Crystal Crustaceans”

USING AUTOCAD THE GEOMETRIES WERE

MADE AT RANDOM, HOWEVER THE LENGTH
OF THEIR EXTENSION LINES RELATE TO THE
NUMBER OF SIDES. THE PATHS ARE ALL VARI-
ANTS OF THE FIBONACCI SPIRAL NUMBERS
(1,1,2,3,5,8) ALONG A GRID SYSTEM US-
ING A SPLINE TOOL. THE TRANSFORMTIONS
WERE DONE USING THE MEASURE COM-
MAND AND THEN ADJUSTED BY HAND FOR Transformations
SCALING AND PLACEMENT TO RESEMBLE
Geometries Paths
A SIMPLE ORGANISM OR CRUSTACEAN. 14
004_b
LIFEFORMS ARE COMPLEX NO MATTER THE
SCALE. EVEN MICROSCOPIC ORGANISMS
SUCH AS THOSE THAT LIVE IN THE OCEAN
HAVE EVEN SMALLER DETAILS THAT CAN
ONLY BE SEEN UPON CLOSE EXAMINATION.
WHEN THE CRYSTAL CRUSTACEANS INTER-
ACT THEIR EXTENSION LINES CREATE NEW
GEOMETRY TO BE EXPLORED. SHAPES WITH
FOUR SIDES ARE DENOTED BY GREEN; THOSE
WITH FIVE ARE RED; AND SHAPES WITH EI-
THER SIX OR THREE SIDES ARE YELLOW. 16