Email Semester Subject Student Name Himanshi Mittal Tech Design V himanshi19@aoamumbai.in Studio Conductors Ar. Saurabh Mhatre, Ar. Harshada Shintre : : : : : : : : : The first illustration is visual representation of quality of space achieved by simple boolean operation of subtraction of volumes. The style of representation is of peter cook. The first illustration is showcasing the planning achieved by dividing the spaces into smaller segments adapted to the respective functions. The style of representation is of James Stirling. Previous Next Arithmetic Modes Representation 3

Operational Forms Previous Next Email Guide Semester Subject Student Name Jayraj Mistry Technical Design IV Ar. Karan Danda jayraj19@aoamumbai.in Studio Conductors Ar. Harshada Shintre Ar. Karan Danda Ar. Amey Ghosalkar Ar. Saurabh Mhatre Ar. Rohit Shintre : : : : : : : : : : : Designing the spaces through the arithmetic modes like addition , subtraction, division and multiplication adds to the different values of the spaces which can be portrayed through the formation and arrangement of the space according to the arithmetic modes. Addition aims at the addition of the space edge to edge , side by side or face to face thus creating the harmony of space linked with each other. Subtraction aims at subtracting the spaces from one whole entity thus creating a thought of something lost or being carved out of the same volume. Multiplication aims at multiplying a similar volume or an object edge to edge , side by side thus creating a sense of repetition in the overall sense . Division aims at thoughtfully adding the planes according to the activities, movement and sequencing of the spaces thus creating a detailed path of journey across the entire design. This exercise explored the same community centre into four different modes , thus creating different experience and spatial qualities at the same time considering the same function. Thus, different qualities and senses of the building can be achieved.

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Group 01 Group 02 Group 03 Group 04 Group 05 Group 06 Read More Group 01 Implicating Shephard Read More Group 02 Implicating Old Blind Priest Read More Group 03 Implicating Archaeologist Read More Group 04 Implicating Industrialist Read More Group 05 Implicating Jill Read More Group 06 Implicating Jack SHEPHARD_WITNESS STATEMENTS OLD BLIND PRIEST_WITNESS STATEMENTS ARCHAEOLOGIST_WITNESS STATEMENTS INDUSTRIALIST_WITNESS STATEMENTS JILL_WITNESS STATEMENTS JACK_WITNESS STATEMENTS NEWSPAPER ILLUSTRATION MAP The team worked on the orientation project for a spectacular and hectic journey of ten days. It started with some ice-breaking interactive games that helped the students to open themselves to this new World. Initially, we discussed a nursery rhyme all were well-versed with: Jack and Jill. "Jack and Jill went up the hill, To fetch a pail of water, Jack fell and broke his crown, And Jill came tumbling after." Suspiciously, there is no solid conclusion to what happened with Jack. We can call this nursery rhyme the tip of an iceberg for this project. "So when Jack and Jill went up the hill, And Jill came tumbling down, who knows what happened up there, That Jack was never found." To start solving this mystery, a set of criteria was introduced, scripted by the TA's. These were - 1) suspect statements 2) newspapers of the village 3) illustration of the village and 4) witness statements The students built factually supported stories and framed the characters assigned to them. They were on a path with an unknown destination with various conflicting ideas and mindsets. Watching movies like Wreck-It Ralph, Sherlock, Rashomon, and Vantage Point helped the students broaden their vision and streamline their thought processes through interesting in-depth discussions with their faculty. They also learned about subjective narrations and factual elements and how to break away from popular notions and stereotypes. It was an atypical style of learning which was hard to grasp at first, but in retrospect, all the dots joined to reveal a deep meaning. After finishing suspect allocations and building up narratives, the students created an entire world around them through observation and putting up the pieces of facts together. Large chunks of information were boiled down to the rhyme's essence through Identification and Elimination and converted to a story. The story was translated into a rhyme again to preserve the poetic spirit. The students identified Actions, Reactions, and Interactions between characters in the rhyme, conveying it in the form of visuals. Each group created five abstract representations of their verse, which resulted in exciting outcomes. During Abstractions, the students learned how to think out-of-the-box, using a limited set of mediums. All of these abstractions were in charcoal. The visual representations of Actions, Reactions, and Interactions were converted into performative pieces using a PLANE as the interface. Through brainstorming and improvisation processes that seemed endless, the groups concluded in high spirits. WOW! It has been a long journey. It taught to detach one from their artworks and be capable of incinerating them to start from scratch. To summarise the project's process, it was "building narratives through three-fold abstractions", i.e., a story, visual representation through drawing, and performative pieces. The team worked on the orientation project for a spectacular and hectic journey of ten days. It started with some ice-breaking interactive games that helped the students to open themselves to this new World. Initially, we discussed a nursery rhyme all were well-versed with: Jack and Jill. "Jack and Jill went up the hill, To fetch a pail of water, Jack fell and broke his crown, And Jill came tumbling after." Suspiciously, there is no solid conclusion to what happened with Jack. We can call this nursery rhyme the tip of an iceberg for this project. "So when Jack and Jill went up the hill, And Jill came tumbling down, who knows what happened up there, That Jack was never found." To start solving this mystery, a set of criteria was introduced, scripted by the TA's. These were - 1) suspect statements 2) newspapers of the village 3) illustration of the village and 4) witness statements NEWSPAPER ILLUSTRATION MAP SHEPHARD_WITNESS STATEMENTS PRIEST_WITNESS STATEMENTS INDUSTRIALIST_WITNESS STATEMENTS ARCHAEOLOGIST_WITNESS STATEMENTS JILL_WITNESS STATEMENTS JACK_WITNESS STATEMENTS The students built factually supported stories and framed the characters assigned to them. They were on a path with an unknown destination with various conflicting ideas and mindsets. Watching movies like Wreck-It Ralph, Sherlock, Rashomon, and Vantage Point helped the students broaden their vision and streamline their thought processes through interesting in-depth discussions with their faculty. They also learned about subjective narrations and factual elements and how to break away from popular notions and stereotypes. It was an atypical style of learning which was hard to grasp at first, but in retrospect, all the dots joined to reveal a deep meaning. After finishing suspect allocations and building up narratives, the students created an entire world around them through observation and putting up the pieces of facts together. Large chunks of information were boiled down to the rhyme's essence through Identification and Elimination and converted to a story. The story was translated into a rhyme again to preserve the poetic spirit. The students identified Actions, Reactions, and Interactions between characters in the rhyme, conveying it in the form of visuals. Each group created five abstract representations of their verse, which resulted in exciting outcomes. During Abstractions, the students learned how to think out-of-the-box, using a limited set of mediums. All of these abstractions were in charcoal. The visual representations of Actions, Reactions, and Interactions were converted into performative pieces using a PLANE as the interface. Through brainstorming and improvisation processes that seemed endless, the groups concluded in high spirits. WOW! It has been a long journey. It taught to detach one from their artworks and be capable of incinerating them to start from scratch. To summarise the project's process, it was "building narratives through three-fold abstractions", i.e., a story, visual representation through drawing, and performative pieces.

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