Saturday, August 24, 2019
Renovation of Savannah Apartment SERVICE LO5
1-17 August 2019: 85 Hours
Over the course of the past two weeks, I spent time working with my family to renovate the one-bedroom apartment that my older sister will be staying in during her time in college. At the beginning of our time in Savannah, we spent our days purchasing furniture and gathering enough items to make the apartment a functional living space. This was eye-opening as I had never truly realized the complexity of creating a working living space, and all of the products that are required. Following this, we began to work on some cosmetic projects, and I helped by repainting the apartment's utility room, and helping to remove the baseboard around the floors. Over the period of around a week, my whole family pitched in to install new vinyl flooring in the apartment, as wood can easily root due to the city's humidity. This was the most time consuming and laborious project that we took on. We were required to work as a team when measuring some of the irregular pieces of vinyl, and needed to use a jig-saw to cut many of the pieces. This was also challenging as sometimes we would cut pieces incorrectly, and needed to be persistent in terms or trying again to recover from errors. During the last few days, we spent time adding final touches such as assembling furniture, painting the walls, touching up the new baseboards with silicon to hide the nail marks, and installing some beautiful light fixtures. Currently, the apartment looks like a modern and place which reflects my sisters amazing identity and style. This activity fulfills the service aspect of CAS, and the following learning outcome: Demonstrate the skills and recognize the benefits of working collaboratively.
Wednesday, July 31, 2019
Tour of Rice University ACTION LO3
24 July 2019: 2 Hours
Today I visited Rice University to gain a more articulate perspective in regards to their identity as a whole, how students experience the campus on a day to day basis, and their admissions process. Having the opportunity to visit spaces including the library, some of the classrooms, the dining hall, and student residences allowed me to realistically imagine what it may be like to attend the university if I decide to apply. Further, I found it interesting to walk through the campus and learn about many impactful people who have visited and worked with the university. Also, the many pillars and intricate buildings at the center of the campus were beautiful to walk through. Overall, this experience fulfills the action aspect of CAS, as we were taken on a walking tour throughout the campus. Also, this fulfills the following learning outcomes: Demonstrate how to plan and initiate a CAS experience.
Today I visited Rice University to gain a more articulate perspective in regards to their identity as a whole, how students experience the campus on a day to day basis, and their admissions process. Having the opportunity to visit spaces including the library, some of the classrooms, the dining hall, and student residences allowed me to realistically imagine what it may be like to attend the university if I decide to apply. Further, I found it interesting to walk through the campus and learn about many impactful people who have visited and worked with the university. Also, the many pillars and intricate buildings at the center of the campus were beautiful to walk through. Overall, this experience fulfills the action aspect of CAS, as we were taken on a walking tour throughout the campus. Also, this fulfills the following learning outcomes: Demonstrate how to plan and initiate a CAS experience.
Friday, July 12, 2019
Kirksey Architecture Tour CREATIVITY LO6
July 12 2019: 3 Hours
Today I toured the office space which is occupied by Kirksey Architecture, an architecture institution which is based in the cities of Houston and Austin. My original intention was to gain experience with what it may be like to work in an architecture firm by requesting an internship opportunity at Kirksey, however, the interns which they accept are usually college students who are attending their third or fourth year of study. Although this was the case, I managed to stay in contact with Janis Brackett, who this the executive vice president of community architecture projects, and I we arranged to meet up at Kirksey for a tour so that I could gain some insight regarding the atmosphere and work culture within an architecture firm. This tour was a unique opportunity as I visited on the same day that some students from the University of Texas were also receiving a tour, and presenting a project that they have been preparing for a community center along the Galveston coast. During the tour, I found it interesting to learn about how the firm is divided into the types of projects which they receive. For instance, different groups work on hospitality buildings, while others design schools, hospitals, community centers, and office spaces. In addition to solely designing the overall structure of the buildings, it was interesting to learn about the process of designing the interiors of buildings by compiling varying sample materials from a large storage room which seemed similar to a library.
Following the tour of the workspace, the students from the University of Texas, their professors, Janis Bracket, and Catherine Callaway, another senior associate who focuses on community projects, gathered together in a large conference room to discuss the student's current project. I found it interesting to listen in on this, as this experience provided me with the opportunity to observe what architects consider when they are given a project to create. Specifically, the students presented a gathering area for the Galveston community center, which provides shade, toilets, water fountains, and places to sit. They plan to place their structure adjacent to the coast, as it is open to the environment, and the ocean will provide a breeze to compensate for the lack of air conditioning. Also, placing this type of structure by the coast allows people to enjoy the sounds of the water and the view while they are inhabiting the space. Further, the students ensured that their structure was oriented in a way that would provide optimal shading for visitors, by designing the roof to extend beyond the structure's outside pillars. This way, people located in the center of the structure would receive more protection from sun rays which are come in on an angle.
After the occurrence of this presentation, some designers who work for Kriksey architecture presented some plans that they have been working on for the rest of the community center. It was interesting to listen to how they think through the design process, as they took into account the possibility of flooding by making one of the education centers elevated, and dedicating the open space below for storing recreational equipment. I also learned so much about how architects work alongside civil engineers and environmentalists to make sure that they using the land in a way which are most beneficial to hydraulic systems, and native plant life. For instance, they plan to create many retention ponds, each located on different sections of the land depending on its elevation above the coast. Also, they plan to place native plants around these ponds, with plants which require high levels of salt water near retention ponds closest to the coast, and those which survive in freshwater near ponds with higher elevations. Not only will these plants be beneficial by adding to the biodiversity of the area, but children who visit the center will have the opportunity to explore the grounds with discovery programs lead by botanists. Further, the designers plan for these ponds to be connected to the drainage system located in the adjacent parking lot, so that water which runs off from the pavement will fill these ponds rather than the streets, which benefits the area as a whole.
Overall, this experiences broadened my horizons to a large extent as I learned so much about all of the different environmental and humanitarian factors that are considered when any plans for a building are created. Further, I got the chance to talk with some of the UT architecture students after the tour, as they each had a different story to tell, and they each had different advice to share in terms of higher education. This fulfills the creativity aspect of CAS as listening to the presentations from both Kirksey and the students caused me to come up with some of my own ideas. For instance, it might be a better idea for the parking lot to be raised so that in the case of flooding, cars would not be damaged, and larger portions of the ground could be left unpaved. In terms of fulfilling Further, this fulfills the following learning outcomes: Demonstrate engagement with issues of global significance, as during the tour we discussed how to make buildings more environmentally sustainable.
Today I toured the office space which is occupied by Kirksey Architecture, an architecture institution which is based in the cities of Houston and Austin. My original intention was to gain experience with what it may be like to work in an architecture firm by requesting an internship opportunity at Kirksey, however, the interns which they accept are usually college students who are attending their third or fourth year of study. Although this was the case, I managed to stay in contact with Janis Brackett, who this the executive vice president of community architecture projects, and I we arranged to meet up at Kirksey for a tour so that I could gain some insight regarding the atmosphere and work culture within an architecture firm. This tour was a unique opportunity as I visited on the same day that some students from the University of Texas were also receiving a tour, and presenting a project that they have been preparing for a community center along the Galveston coast. During the tour, I found it interesting to learn about how the firm is divided into the types of projects which they receive. For instance, different groups work on hospitality buildings, while others design schools, hospitals, community centers, and office spaces. In addition to solely designing the overall structure of the buildings, it was interesting to learn about the process of designing the interiors of buildings by compiling varying sample materials from a large storage room which seemed similar to a library.
Following the tour of the workspace, the students from the University of Texas, their professors, Janis Bracket, and Catherine Callaway, another senior associate who focuses on community projects, gathered together in a large conference room to discuss the student's current project. I found it interesting to listen in on this, as this experience provided me with the opportunity to observe what architects consider when they are given a project to create. Specifically, the students presented a gathering area for the Galveston community center, which provides shade, toilets, water fountains, and places to sit. They plan to place their structure adjacent to the coast, as it is open to the environment, and the ocean will provide a breeze to compensate for the lack of air conditioning. Also, placing this type of structure by the coast allows people to enjoy the sounds of the water and the view while they are inhabiting the space. Further, the students ensured that their structure was oriented in a way that would provide optimal shading for visitors, by designing the roof to extend beyond the structure's outside pillars. This way, people located in the center of the structure would receive more protection from sun rays which are come in on an angle.
After the occurrence of this presentation, some designers who work for Kriksey architecture presented some plans that they have been working on for the rest of the community center. It was interesting to listen to how they think through the design process, as they took into account the possibility of flooding by making one of the education centers elevated, and dedicating the open space below for storing recreational equipment. I also learned so much about how architects work alongside civil engineers and environmentalists to make sure that they using the land in a way which are most beneficial to hydraulic systems, and native plant life. For instance, they plan to create many retention ponds, each located on different sections of the land depending on its elevation above the coast. Also, they plan to place native plants around these ponds, with plants which require high levels of salt water near retention ponds closest to the coast, and those which survive in freshwater near ponds with higher elevations. Not only will these plants be beneficial by adding to the biodiversity of the area, but children who visit the center will have the opportunity to explore the grounds with discovery programs lead by botanists. Further, the designers plan for these ponds to be connected to the drainage system located in the adjacent parking lot, so that water which runs off from the pavement will fill these ponds rather than the streets, which benefits the area as a whole.
Overall, this experiences broadened my horizons to a large extent as I learned so much about all of the different environmental and humanitarian factors that are considered when any plans for a building are created. Further, I got the chance to talk with some of the UT architecture students after the tour, as they each had a different story to tell, and they each had different advice to share in terms of higher education. This fulfills the creativity aspect of CAS as listening to the presentations from both Kirksey and the students caused me to come up with some of my own ideas. For instance, it might be a better idea for the parking lot to be raised so that in the case of flooding, cars would not be damaged, and larger portions of the ground could be left unpaved. In terms of fulfilling Further, this fulfills the following learning outcomes: Demonstrate engagement with issues of global significance, as during the tour we discussed how to make buildings more environmentally sustainable.
Wednesday, June 12, 2019
Walking Through the Experimental Farm in Ottawa ACTION LO7
15 June 2019: 2 Hours
Today I spend the evening walking with my older sister, grandmother, and uncle near downtown Ottawa, Canada. We spent time at the experimental farm viewing the gardens and walking through what felt like endless rows of lilac plants. Additionally, we walked through several labyrinths and took some beautiful pictures of the many vibrant and fragrant flowers. This fulfills the action aspect of CAS and we spent about two hours physically walking, and the following learning outcome: recognize the ethics of choices and actions, as the theme of the farm was thought provoking, and made me realize the importance of learning to cleanly produce food for generations in the future.
Today I spend the evening walking with my older sister, grandmother, and uncle near downtown Ottawa, Canada. We spent time at the experimental farm viewing the gardens and walking through what felt like endless rows of lilac plants. Additionally, we walked through several labyrinths and took some beautiful pictures of the many vibrant and fragrant flowers. This fulfills the action aspect of CAS and we spent about two hours physically walking, and the following learning outcome: recognize the ethics of choices and actions, as the theme of the farm was thought provoking, and made me realize the importance of learning to cleanly produce food for generations in the future.
Wednesday, May 29, 2019
Senior Graduation Stole Decoration CREATIVITY LO2
Friday May 29, 2019: 5 Hours
In preparation for last week's graduation commencement ceremony for Post Oak's senior class, I decorated a stole for Cassandra Wilson, my older sister. This required creativity, thought, and work, as it was my intention to ensure that the stole genuinely reflects her personality, and looks beautiful. I first needed to be resourceful by using watercolor paint as a means of dying the stole green and gray. As I have minimal experience with dying fabrics, this definitely required me to think outside the box by mixing the paint into bowls with different levels of water, and dipping different section of the stole into those bowls. After this, I embroidered Cassandra's name on the top of the stole, as well as the crest of Savannah College of Art and Design, where she will be attending. Further, I added the logos of all of the schools she had attended, as well as the Disney castle, a dragon, and the tree of life. This experience was emotional for me, as Cassandra has always been part of my life, and the need for this stole to be created marks another great change in both of our lives. I know that her identity will allow her to have an incredible impact on the world, and I believe the the final product of the stole I designed and worked on reflects that. This task fulfills the creativity aspect of CAS, and the following learning outcome: Demonstrate that challenges have been undertaken, developing new skills in the process.
In preparation for last week's graduation commencement ceremony for Post Oak's senior class, I decorated a stole for Cassandra Wilson, my older sister. This required creativity, thought, and work, as it was my intention to ensure that the stole genuinely reflects her personality, and looks beautiful. I first needed to be resourceful by using watercolor paint as a means of dying the stole green and gray. As I have minimal experience with dying fabrics, this definitely required me to think outside the box by mixing the paint into bowls with different levels of water, and dipping different section of the stole into those bowls. After this, I embroidered Cassandra's name on the top of the stole, as well as the crest of Savannah College of Art and Design, where she will be attending. Further, I added the logos of all of the schools she had attended, as well as the Disney castle, a dragon, and the tree of life. This experience was emotional for me, as Cassandra has always been part of my life, and the need for this stole to be created marks another great change in both of our lives. I know that her identity will allow her to have an incredible impact on the world, and I believe the the final product of the stole I designed and worked on reflects that. This task fulfills the creativity aspect of CAS, and the following learning outcome: Demonstrate that challenges have been undertaken, developing new skills in the process.
Tuesday, April 30, 2019
Photography at the HMNS ACTION LO1
29 April 2019: 1.5 Hours
Today we spent time at the Houston Museum of Natural Sciences taking professional-style pictures alongside the museum's photographer for advertising purposes. This was an interesting experience as we learned about how to stage pictures of people in motion in a way that makes the attractions of the museum pop out more. Additionally, we experimented with the shutter-speed settings on the camera to capture images of people jumping, and butterflies in motion. We also learned about using lighting effectively to highlight certain areas of a person's face, or create the illusion of silhouettes. Overall, this was a great experience as we got to enjoy what the museum has to offer and take pictures for the benefit of the museum at the same time. This fulfills the action aspect of CAS, as we were active by walking across different areas of the museum while carrying photography equipment and lights. Also, this experience fulfills the following learning outcomes: Identify own strengths and develop areas for growth, as we uses our prior knowledge of photography, but also followed the advice of photographers from the HMNS.
Today we spent time at the Houston Museum of Natural Sciences taking professional-style pictures alongside the museum's photographer for advertising purposes. This was an interesting experience as we learned about how to stage pictures of people in motion in a way that makes the attractions of the museum pop out more. Additionally, we experimented with the shutter-speed settings on the camera to capture images of people jumping, and butterflies in motion. We also learned about using lighting effectively to highlight certain areas of a person's face, or create the illusion of silhouettes. Overall, this was a great experience as we got to enjoy what the museum has to offer and take pictures for the benefit of the museum at the same time. This fulfills the action aspect of CAS, as we were active by walking across different areas of the museum while carrying photography equipment and lights. Also, this experience fulfills the following learning outcomes: Identify own strengths and develop areas for growth, as we uses our prior knowledge of photography, but also followed the advice of photographers from the HMNS.
Monday, April 15, 2019
ISAS Arts Festival ACTION LO1
15 April 2019: 25 Hours
Last week I spent three days with some other students and teachers from my high school to attend the ISAS arts festival in Austin, Texas. We spent each day presenting various forms of art, and receiving critiques from experts who told us what we were doing well, as well as what we should improve. While attending the festival, I participated in the 2D art category, and the photography category; so prior to our departure date, I spent time preparing, framing, and labeling pieces of art. Additionally, I attended many workshops at the festival, where my friends and I got the opportunity to learn so many new skills including stage combat, ceramics, and watercolor painting. Further, we explored the festival, and watched the performances and critiques for other schools. This was a meaningful experience as I witnessed learned about forms of art which I have little experience with; such as rock music, the marimba, and theater. Also, I was able to deepen my previously established skills in relation to painting techniques, and the composition of photos. Overall, this event fulfills the action aspect of CAS, as we spent the entire time walking through the festival to participate in events, and it relates to the following learning outcome: Identify own strengths and develop areas for growth, as the art critiques helped us to think through the creative process, our personal styles, and how to highlight them more prominently.
Last week I spent three days with some other students and teachers from my high school to attend the ISAS arts festival in Austin, Texas. We spent each day presenting various forms of art, and receiving critiques from experts who told us what we were doing well, as well as what we should improve. While attending the festival, I participated in the 2D art category, and the photography category; so prior to our departure date, I spent time preparing, framing, and labeling pieces of art. Additionally, I attended many workshops at the festival, where my friends and I got the opportunity to learn so many new skills including stage combat, ceramics, and watercolor painting. Further, we explored the festival, and watched the performances and critiques for other schools. This was a meaningful experience as I witnessed learned about forms of art which I have little experience with; such as rock music, the marimba, and theater. Also, I was able to deepen my previously established skills in relation to painting techniques, and the composition of photos. Overall, this event fulfills the action aspect of CAS, as we spent the entire time walking through the festival to participate in events, and it relates to the following learning outcome: Identify own strengths and develop areas for growth, as the art critiques helped us to think through the creative process, our personal styles, and how to highlight them more prominently.
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