D.comm march 2014 module outline

Design Communication (ARC1713): April 2013 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Bachelor of Science (Honours) (Architecture)
Module: DESIGN COMMUNICATION [ARC 1713]
Prerequisite: None
Credit Hours: 6
Lecturers: Wan Muhammad, Raihana, Sanjeh Raman, Zahra, Liu
Module Synopsis
This module introduces fundamental skills for the appropriate communication of architectural design. It engages
different means of visualization and expression of space and spatial ideas through architectural drawings and
modelling to prepare students with the skills required in Design projects. These skills are taught through a series
of freehand, constructed drawing, and architectural modelling held both outdoors and in the studio.
Module Teaching Objectives
•To introduce design communication skills through architectural graphics and modeling.
•To develop skills in visualization and communication of architectural idea, space and form.
Module Learning Outcomes
Upon successful completion of this module, students will be able to:
1. Describe and identify the different types of architectural design communication and their roles in conveying
architectural ideas, forms, and space.
2. Illustrate architectural forms and spaces through visualization and expression of space in the form of free-hand
drawing.
3. Analyze visual information using 2D and 3D technical drawings and architectural model which demonstrate the
ideas of space and form.
Modes of Delivery
This is a 6 credit hour subject held over 14 weeks. The mode of delivery will be in the form of Lectures, Tutorials
and Self-study. The breakdown of the hours is as follows:
Contact Hours
Lecture: 2 hours/week
Tutorial: 4 hours/week
Self Study: 3 hours/week
Tutorials will be conducted as workshop sessions to supervise students in the development of their assignments.
It is important for students to attend and work vigorously in tutorials as each tutorial will achieve different
milestones as stated in the timeline below. Students are encouraged to complete their assigned task (at least
70% of work) within Studio hours each week.
It is the responsibility of the students to bring in all necessary equipment and materials for Studio sessions.
At the end of every Studio, there will be a short recap session. It will be in the form of a Q & A session to bring up
issues/problems arising from the assigned tasks.

Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.
Contact
Lecturer:
Wan Muhammad asasku@ymail.com
Sanjeh Raman sanjehkumar.raman@taylors.edu.my
Zahra Namavar zahra.namavar@taylors.edu.my
Raihana Zainuddin : rzdssb@yahoo.com
Liu Ngee Song shangruiliu@gmail.com

Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Able to put theories into practice. 1, 2
1.2 Understand ethical issues in the context of the field of studies. -
1.3 Understand professional practice within the field of studies. -
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Learn independently. 3
2.2 Locate, extract, synthesise and utilise information effectively. 3
2.3 Be intellectually engaged. 3
3.0 Thinking and Problem Solving Skills
3.1 Think critically and creatively. 2,3
3.2 Define and analyse problems to arrive at effective solutions. -
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. 1,2
5.0 Interpersonal Skills
5.1 Understand team dynamics and mobilise the power of teams. -
5.2 Understand and assume leadership. -
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant. 2
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
3
12

General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage
grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late.
A weekend counts as one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they
are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of
80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
Students will be assessed based on their performance throughout the semester. Students are expected to attend
and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components. Failure to attempt assessment components worth 20% or
more, the student would be required to resubmit or resit an assessment component, even though the student has
achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including
final exam and final presentation, will result in failing the module irrespective of the marks earned, even though
the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source,
is a serious case of misconduct which is deemed unacceptable by the University.
"Work" includes written materials such as books, journals and magazine articles or other papers and also
includes films and computer programs. The two most common types of plagiarism are from published materials
and other students’ works.
1. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student.
While the former can be treated as a simple failure to cite references, the latter is likely to be viewed as
cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that these
sources are clearly quoted in their assignment. Note that plagiarism also refers to materials obtained from the
Internet too.

2. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers that are very similar in tone and content, both are likely to be
penalised.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following ways:
§ Your ideas and questions are welcomed, valued and encouraged.
§ Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
§ You have opportunities to give feedback and issues will be addressed in response to that feedback.
§ Do reflect on your performance in Portfolios.
§ Student evaluation on your views and experiences about the module are actively sought and used as an
integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process. Various
teaching and learning strategies such as experiential learning, problem-based learning, site visits, group
discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL,
students are expected to be:
§ active in their own learning;
§ self-directed to be responsible to enhance their learning abilities;
§ able to cultivate skills that are useful in today’s workplace;
§ active knowledge seekers;
§ active players in a team.
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will provide
information to guide you in the research process. This form of assessment involves participation in discussions
and feedback sessions. Summative assessment will inform you about the level of understanding and
performance capabilities achieved at the end of the module.

Assessment Plan
Assessments Type Learning
outcomes
Marks Submission
Dates
Duration
Assessment 1 Sketching
1a: On-site sketching
1b: Tonal values
Individual 1, 2
10%
10%
17 April 2014
(week3)
3 weeks
Assessment 2 Drawing
2a: Orthographic
projections
2b: Axonometric
projections
2c: Perspectives
Individual
3, 4
25%
20%
20%
15 May 2014
(week7)
5 Jun 2014
(week9)
19 Jun 2014
(week11)
4 weeks
3 weeks
2 weeks
Assessment 3
Finishing &
Presentation
Individual
3, 5,6
15%
10 July 2014
(week13)
3 weeks
Portfolio Individual
6 Pass/F
ail
24 July 2014
(week13)
2 weeks
Total 100%

Assessment Components
1. Assessment 1(a) Sketching (10%)
A first-hand conscious experience is important in the understanding and articulation of space. This assessment
aims to develop skills in visualization and expression of space through free-hand sketches exploring different
mediums (water colour, pencil, charcoal, pen-ink, etc). You are required to produce at least 4 sketches that
demonstrate your understanding of space and basic principles of architecture within the Taylor’s Lakeside
campus or other sites. The sketches should include exterior and interior spaces. You are also required to take
notes based on your understanding of space within the site. The notes/annotations must be related to the
sketches you have recorded. Proper lettering should be used. The sketches should be collated in an A4
sketchbook/ folio formats.
2. Assessment 1(b) Tonal Value (10%)
Continuing the progression from project 1(a), we will explore expressing detailing, forms and spaces through
various tonal values. You should select an image of a space. Using the traditional media of pencil and pen-and-
ink, explore basic techniques for creating tonal values through hatching, cross-hatching, scribbling, and stippling.
3. Assessment 2 Drawing: Orthographic & perspective drawings (65%)
This assessment introduces and develops skills in 2-D and 3-D drawings. It involves a series of progressive
submissions which includes orthographic drawings, diagramming, axonometric projections, perspectives and
rendering of a simple building. You must be able to express the idea of the project, understand the roles of
different means of communication and their interrelations, demonstrate skills and clarity in drawing and
composition, and show evidence in development of drawings.
4. Assessment 3 Finishing & Presentation: Presentation Board+ Portfolio (15%)
This assessment is integrated with the final project for Design Studio 1. You will apply the skills and techniques
mastered from Assessments 1 and 2 accordingly and appropriately to your skills and to best represent and
communicate your final design idea. Asides demonstrating your abilities and skills, you will also learn to manage
and plan your time effectively and work efficiently.
5. Assessment 4: Architectural Presentation & the Taylor’s Graduate Capabilities Portfolio (P/F)
The portfolio is an edited document to include all the work produced in this module. Visual diary and process of
work (packaged) are to be included as part of the portfolio submission. The portfolio should be an A3 bounded
document and well-crafted. Images, drawings, text and so on must be well edited, legible and composed. Text
should be kept minimal.
6. Taylor’s Graduate Capabilities Portfolio
The Taylor’s Graduate Capabilities (TGC) Portfolio is a document that collates all assessments produced in a
module and reflects a student’s acquisition of the Module Learning Outcomes and Taylor’s Graduate
Capabilities.
§ For students enrolled in the 2011 Programme Structure
The TGC portfolio is an edited A3-size bound document that includes all the assessments produced in the
module. Visual diary and process of work (packaged) are to be included as part of the portfolio
submission. Students must reflect on their learning through the TGC Portfolio Form.
§ For students enrolled in the 2012 Programme Structure onwards
Each students is to develop an ePortfolio, a web-based portfolio in the form of a personal academic blog.
The ePortfolio is developed progressively for all modules taken throughout Semesters 1 to 5, and
culminates with a final Portfolio in printed form produced in the final semester. The printed Portfolio must
encapsulates the acquisition of Programme Learning Outcomes and Taylor’s Graduate Capabilities, and
showcase the distinctiveness and identity of the student as a graduate of the programme.

Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades and
necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base.
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in critical and analytical skills.
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module
matter; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawn from a module before census date, typically
mid-semester.
F(W) 0 0.00 Fail Withdrawn after census date, typically mid-semester.
IN - - Incomplete
An interim notation given for a module where a student
has not completed certain requirements with valid reason
or it is not possible to finalise the grade by the published
deadline.
P - - Pass Given for satisfactory completion of practicum.
AU - - Audit
Given for a module where attendance is for information
only without earning academic credit.
Description 1: Week 3 to week 7 (inclusive) for long semester, or week 3 to week 5 (inclusive) for short
semester. A short semester is less than 14 weeks. Not applicable for audit and internship.
Description 2: After week 7 for long semester, or after week 5 for short semester. A short semester is
less than 14 weeks. Not applicable for audit and internship.

Module Schedule
Week/Date Description Lecture Tutorial
Self
Directed
Study
Week 1
Session 1: 27/3
Introduction to Design Communication & Sketching
Lecture: Introduction // Workshop: On-site
sketching
Workshop: On-site sketching
2 4 3
Week 2
Session 1: 1/4
Session 2: 3/4
Sketching
Workshop: On-site sketching
2 4 3
Week 3
Session 1: 8/4
Session 2: 10/4
Sketching
Workshop: Exploring tones and textures, tonal
values through hatching, cross-hatching, scribbling,
stippling
2 4 3
Week 4
Session 1: 15/4
Session 2: 17/4
Drawing: Orthographic Projections
Lecture: Introduction to Architectural Drawings &
Ortho Projections
Workshop: Exercise, Scale, Drawing the Glass
House
Submissions:
1a: On-site Sketching
1b: Tonal Values
2 4 ( On
line
discussio
n/forum)
3
Week 5
Session 1: 22/4
Session 2: 24/4
Workshop: Drawing the Glass House
2 4( On line
discussio
n/forum)
3
Week 6
Session 1: 29/4
Session 2: 1/5
Workshop: Drawing the Glass House
2 4 3
Week 7
Session 1: 6/5
Session 2: 8/5
Drawing: Axonometric Projections
Workshop: Axonometric drawing
Submissions:
2a: Orthographic
projections
2 4( On line
discussio
n/forum)
3
Week 8
Session 1: 13/5
Session 2: 15/5
Drawing: Perspective Drawing
Lecture: Introduction to Perspective Drawings
Workshop: One-point perspective (exterior)
2 4 3
Activity Week
Week 9
Session 1: 26/5
Session 2: 29/5
Workshop: One-point perspective (interior)
Submissions:
2b: Axo. projections
2 4( On line
discussio
n/forum)
3
Week 10
Session 1: 3/6
Session 2: 5/6
Workshop: Two-point perspective (exterior)
2 4 3
Week 11
Session 1: 10/6
Session 2: 12/6
Drawing: Perspective Drawing / Making: Model in
design
Lecture: Introduction to model-making and
applications
Submissions:
2c: Perspectives
2 4 3
Week 12
Session 1: 17/6
Session 2: 18/6
Drawing: Perspective Drawing / Making: Model in
design
Workshop: Perspective Drawing
2 4 3
Week 13
Session 1: 24/6
Session 2: 26/6
Architectural Presentation & TGC Portfolio
Workshop: Propose preliminary design and page
layout (TBC)
Lecture: Finishing and presentation skills
Submissions
3: Finishing & Pres
Submissions:
TGC Portfolio
2 4 3
Week 14
Session 1: 31/6
Session 2: 3/7
Architectural Presentation & TGC Portfolio
Workshop: Layout development
Workshop: Finishing and presentation skills
2 4 3
Week 15
Study Leave

Note: The Module Schedule above is subject to change at short notice.
Recommended Reading
Main References : 1. Ching, Francis D.K. 2003. Architectural Graphics, 4th Edition, John Wiley &
Sons, Inc, New York.
2. Yee, Rendow 2007. Architectural Drawing: A Visual Compendium of Types and
Methods. Wiley
3. Ching, Francis D.K. 1990 Drawing: A Creative Process, John Wiley & Sons,
Inc, New York.
4. Laseau, Paul 2001. Graphic Thinking for Architects and Designers, 3rd Edition,
John Wiley & Sons, Inc, New York.
5. Mills, Criss 2000. Designing with Models: A Studio Guide to Making and Using
Architectural Design Model, John Wiley & Sons, Inc, New York.
6. Porter, Tom & Neale, John 2000. Architectural Supermodels, Architectural
Press, Boston, Massachussetts.
7. Uddin, M. Salleh 1997. Axonometric and Oblique Drawings: A 3-D
Construction, Rendering, and Design Guide, The McGraw-Hill Companies, New
York.
Additional
References :
8. Burden, Ernest. 2003. Entourage: A Tracing File and Color Sourcebook. 4th
Ed, Mc-Graw Hill.
9. Clark, Roger & Pause, Michael. 1996. Precedents in Architecture. 2nd Edition.
New York. Van Nostrand Reinhold.
10. Linton, Harold. 2003. Portfolio Design. 3rd Edition. New York and London.
W.W. Norton & Company.
11. Porter, Tom 1991. ‘The Spatial Codes’, in The Architect’s Eye: Visualization
and Depiction of Space in Architecture, E & FN Spon, London, pp. 85-128.
12. Woods, Jim 2002. Draw and Sketch Buildings. Singapore. Page One
Publishing Ltd.
Tools/Materials
Basic sketching tool:
A4 sketchbook (black cover); Set of pencils; Set of felt tip pens (different sizes); Charcoal (Optional: Colour
pencil; Watercolour; Pastel; Acrylic and etc)
Basic drawing & presentation tools:
T-square; Adjustable set square; Scale Ruler (metric scale); Technical pen set; Clutch pencil and lead; Tracing
Paper (A3); Butter Paper (Large Sheets-10 sheets); Masking tape;
(Optional: Circular Template, French Curve)
Basic model making tools:
A3 cutting mat; Cutter; 30cm Steel Ruler; UHU Glue (Small)
*You will require additional materials/tools throughout the semester which vary according your needs.

D.comm march 2014 module outline

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D.comm march 2014 module outline