Spring 2018, ADI-S106 – Interior Design Communication, New England School of Art and Design, Suffolk University.
Year 1, Semester 2.
“Kitchen Plan and Section Study”
This exercise will explores orthographic rendering techniques. 2D plans and sections communicate ideas about form, material and lighting.
Prismacolor pencil technique is explored at first modulating tonality, then later with color. The exercise continues the principles uncovered in the previous exercise of cuing depth by with inventive patterns as the student discovers her unique mark.
Student learns that the thickness of a line conveys unambiguously the cutting plane.
Spring 2018, ADI-S106- Interior Design Communication, NESAD,
“Depth Cues”
Year 1, Semester 2.
Using ink pen rendering, the student varies the density of an ink scribble to enhance the illusion of depth in a single point perspective. Near and far are rendered lightly and progressively more darkly, respectively.
Prismacolor black and white on gray and toned paper, the student learns that the value of the paper is the middle ground. Again, elements near are rendered more lightly than those further away.
Interior Design Communication, Spring 2018 – Freshman Work – Photoshop
Draw a box by its labels.
Fall 2017 Saturday Digital Illustration Workshops
Graduate Students, Year 3, Semesters 1 and 2.
A series of workshops conducted over this past year on Saturdays to help students digitally illustrated design ideas for studio. SketchUp and SuPodium lighting software are used to model natural and artificial light.
Fall 2017 Advanced Interior Design Communication
Year 2, Semester 1.
“Modeling in SketchUp to express stairwell volume ideas.”
Students first intensive introduction into 3d modeling of interior spaces. An understanding of stairwell volumes and the space required to accommodate them.
“Adobe Photoshop modification of exported line drawings from SketchUp.”
“Using Adobe Illustrator to emphasize section cutting plane”
Fall 2017, ADI-S110-Digital Orthographics, NESAD.
“AutoCAD Drawing with Layers and Line Thickness”
Fall and Spring 2013-2016, ARCH-590-Advanced Drawing for Architecture, Wentworth Institute of Technology, This class was very popular among architecture students.
“Understanding Straight Lines”. The shortest distance between two points is a line, and that line cannot be properly executed without lifting one’s hand from the paper, something students are typically reticent to do. The result is what I call the “windshield wiper effect”, or the result of the motion of the hand from left to right and back as it pivots on the wrist resting on the paper.
The cello illustrates the numerous compensations that take place in the shoulder, elbow, wrist and fingers as the student strives to draw the bow across the strings at a perfect right angle. The word “draw” itself is enriched with new meaning.
The “Bicycle” problem (understanding the entire assembly in terms of its wheel diameter) embodies the notion of “conservation of dimensions”, ie. the preservation of relationships and ratios on the momentary visual context – the picture plane.
“Surfaces Moving into Transition” and “Face in the Crowd” problems.
Fall 2012, ARCH-110 – Architecture Studio One, WIT
First Year Architecture studio student work.
