Monday, December 10, 2012

WRD 110 Final Reflection


College is a place where teens grow, learn, and discover as they progress from adolescence to adulthood.  One characteristic in college that influences students is the classes they take while enrolled, whether they pertain to their major or not. At the University of Kentucky, students are required to take “UK core” classes that range from general science to visual arts to basic English that are used to encourage diversity and to broaden the knowledge of students. The class Word 110 is part of UK core, so it is required for every student to take it or a class that is in the same core category.            Since core classes are made to expand a student’s critical thinking and mental processes, it would be expected for each student to learn new things and grow as they progress through the semester. WRD 110 is a great class for college freshman to take because it emphasizes critical thinking, encourages students to broaden their thoughts, and urges them to become better citizens. In WRD 110 students are exposed to many crucial, current events in the world and in the local community. This is achieved through various assigned readings, class discussion, and multiple essays, speeches, and podcasts.
As a student who participated in WRD 110 I can confidently say that this class has impacted the way I live, think, and write. In each major assignment I was required to analyze myself, my environment, and my peers through written and verbal elements. I had to explore myself, thought process, and feelings while focusing on my audience and how to make my thoughts clear and intelligible. The class focused on analysis of information and the basic fundamentals of writing, composition, and rhetoric, which we discussed in class and then had to demonstrate our knowledge of these subjects in essays, speeches, and podcasts.
One thing that I improved on in the class was my ability to engage the audience and make what was important to me in my writing important to them. My writing overall improved significantly. My work became easier to understand, more organized, and better composed because of the various skills I learned. Most importantly, I was able to effectively get the main idea of my paper or speech across to the audience. By using rhetoric, or the use of language as a form of communication to persuade, inform, educate, or entertain, I was able to be aware of my audience, which lead to effective use of communication skills and word choice in order to effectively communicate to the audience my main idea. Even in this essay I am utilizing the skills I learned in this class to describe to you, the reader, how I have progressed into the student I am today.
I still struggle, however, with my public speaking skills. Even though I was required to make multiple speeches in the WRD 110 course, I found it difficult to illustrate my main ideas to my audience. My nervousness and stage freight got the best of me and I found it much harder to talk about my ideas than if I were to write my thoughts in an essay. I did not do exceedingly terrible at the public speaking portion of the class but it was definitely not my strongest point.
WRD 110 has allowed me to grow as a writer by enhancing my ability to express my thoughts and feelings as well as my ability to display information in both written and verbal forms. I can successfully communicate my thoughts, feelings, and general information to the audience through various rhetorical techniques that were discussed in class. This class challenged me to step outside of my comfort zone by requiring me to speak publically about my thoughts and ideas in front of a class. The class is designed to create well-rounded students by educating them on various communicative techniques and processes. This class is successful because not only does it challenge students to communicate in written form but also through verbal communication. WRD 110 is a class that will educate, involve, and transform students as well as prepare them for the rest of their college career.

Saturday, November 24, 2012

A Red Door in a Colorless World


A Red Door in a Colorless World
A studio is a place where design, art, and engineering students can work, create, and grow. This is where they create their pieces of art/drawings, construct scale models of their designs and ideas, and present information and ideas through computer models. In the case of Architecture studios, the theme of this paper, the main focus and function is “active learning” more commonly known as hands on learning where the concern is the work of the student rather than the teacher (Little and Cardinas1). The whole point of studio space is to focus on the student and the work of said student by supplying the student with an engaging environment.
Pence Hall is the main building for the College of Design at the University of Kentucky and is where the majority of the architecture studios are found. It was originally the physics building on campus and became part of the College of Design when the college was first established in 1965 (uky.edu/design). It was then that this building went from acids and bases to architecture scales and drawing tables. This building was chosen for its use of space and separation of floors and rooms that would allow the college to organize its students in a logical and structured fashion.             It is clear to see why this space was chosen as a place of work for the college of design. There is plenty of space for a large number of students to spread out with their supplies and accessories that are needed to create a drawing or model of a building or whatever the assignment may be. The people who created the space did so with the students in mind, by giving them their own space they needed to project their ideas into real art forms. The arrangement of the space is user friendly and encourages creativity and growth. Students in this space are free to grow from college students to architecture students, and eventually architects.
There are four different first-year architecture studios in Pence Hall, with at least twenty first-year students in each studio. These architecture students spend a great deal of time together while they work on their assigned projects. They are there together for countless hours working on the same drawings and models. They encourage, assist, and critique each other as they work on their own pieces. “There is nothing more motivating than realizing you are all there to push each other forward in design.” (Fannin). Every student is there with the same purpose: to become better students, designers, and eventually architects. The camaraderie that is developed between students while in studio is unlike any other. It could be the long sleepless nights trying to finish that last drawing or model or it could be that the aroma of tacky glue has gone to their heads (tacky glue aka sobo glue is an art glue that students use to glue their models). It could also be that they are all in the same boat, going through the same experiences. They know the absurd amount of work each other is facing and they encourage each other to push on. The hard work brings them together in ways many people may not understand.
Whether it is the long hours, difficult projects, or demanding schedule that brings architectures students together, there is no mistaking that the people within the studio are a part of it. The space is not complete without the wide range of personalities and design ideas that each student brings to the atmosphere. It is safe to say that an architecture studio is not complete without the students who call it “home away from home”. The influence this has on the emotions and meaning of the space is monumental in the fact that without the people, the studio is just an empty room without feeling or creativity. The people that share the studio space are what inspire and motivate students to become better artists and encourage them to push forward toward the goal of becoming architects.
Everyone within the space works off of each other. If one student receives a better review that another, it encourages the other that much more. They can all view each other’s work at any given time, which means that it can serve as motivation if one feels like their work is not as good or if they are stuck and do not know where to go. Since studio space is designed for problem solving and freethinking a lot of the assignments are left with open concepts and the students are left with unanswered questions. That is where the studio group comes in handy. They all can problem solve together and figure out the best method or technique to complete a drawing or model with finesse.
            The studios in Pence Hall, like most art environments, are very dull and lack color. The walls and ceilings are plain white and the floors are a classic hard wood that is weathered and cracked enough to give it character. This plain design is common in artistic environments because it enhances the creative process and allows the mind to focus. There are no outside distractions or influences on the artist except for the mind’s process. The simple color scheme encourages creativity and individualism. The only forms of color are the student’s work, when color is used, and the bright red doors that every studio posses. These red doors stand like portals to a world where architecture students can express themselves and let their “colors” shine. In a space that is drab and lacking in color the prominent red doors are symbolic of the brilliance that each student is capable of.
            Another thing that stands out in the studio space is the artwork. Each student has their work pinned up for others to see, either at the request of the professor, or by their own free will. “Pin ups”, as they are called, are a way for professors to view the student’s work during a critique. It is through these pin ups that students receive feedback from their studio professors, whether it is positive or negative, and allows students to see where their strengths and weaknesses are within the piece (S. Kuhn.2). These pieces of art decorate the space and serve as trophies for the students. It is as if they are saying, “look what I accomplished, I did this”. The studio serves not only as a place where ideas are created and developed but also as a place where they are displayed proudly. Each student confidently lays out their work for others to see and perhaps for their own encouragement. If they can finish that drawing or model they can complete their next task. Each student’s work adds to the character and overall feeling of the studio by creating a sense of individuality and encouragement to complete the next assignment.
            Though the walls are plain white they are covered with “graffiti”, writing, drawings, and stickers. These range from humorous and amusing to thoughtful and insightful. The graffiti is a prime example of how the space is truly the student’s because they can decorate and manipulate the space in whatever way they see fit. Some of the stuff has been there for years and there seems to be something new every week. The fact that the students have free rein over the entire space gives the space character and enhances the individualism of the space. One piece of graffiti that stands out is a quote stating, “Anything that is too stupid to be said is sung. Architecture is frozen music.” When asked about what in her studio inspires her the most, freshman and first year architecture student Emily Fannin recalls this quote from memory. “ It gives me motivation and inspiration to incorporate moments as touching and moving as music in everything I create.” she states. The graffiti serves as a reminder to the first-year students from past architecture students to never give up and keep working toward their goals.
            Perhaps the most important space within the studio is the student’s very own, individual desk complete with drawing table. Each student is assigned a desk that they will use as their own, personal space for the time that they are in that studio. This desk is where they will sketch their drawings, build their models, and shape their works of art. This is their space, their own little world within their studio. One thing that makes it the most personable is the fact that each student is responsible for constructing his or her very own drawing table. Drawing tables are used to create very precise and clean drawings and sketches. This is done by the use of a may-line, which is a strait edge that runs along two taunt, wires that keep the edge level and allows it to move up and down the board. As each student constructs his or her own drawing board they are creating a sense of self within the board, which reflects into their work, giving it uniqueness and singularity.
            One other thing that goes along with individuality within the studio is each student’s chair that accompanies their desk at their “spot” in the space. Every student, when they were assigned a desk, got to choose a chair that was in the room at the time.  What makes them unique is the fact that every chair in the room is different; there are no two chairs that are alike; some are tall, some are short. Others are padded while some are not. Each chair is different and unique just like the students that use the studio space. The chairs at every desk serve as each student’s personal identity; it is their link, their connection to the space. You can tell the chairs have been used in Pence Hall for some time, because of the wear and tear found on each. There are butt imprints, scratches, dents, and carvings in every chair. The scratched wood and torn fabric in the chairs are reminders from past students telling them that there is a future and that others have been in their shoes (or chairs). As each chair is torn and tattered and unique so are the people who use the chairs and call themselves architecture students.
            In any art environment lighting is very important, especially natural light. Pence Hall has long exterior walls that are covered in large windows that allow a good source of natural light to fill the room. By engaging the students with the outdoors, the windows offer them an escape from the plain white walls of Pence. Good lighting in a studio is important for artists because it allows them to draw to their full potential, and create works of art that are visually pleasing with exquisite detail. The windows also serve as a symbol of hope and encouragement.  The light beams in from the outside world and floods the room with warmth and inspiration that leads students forward in their assignments and artwork. The windows offer no boundaries to the outside, which is an example for the mind, there are no boundaries, and nothing is keeping you from being confined to what is known or easily understood. The light invited in by the wall of windows can also serve as a “light at the end of the tunnel” and give a sense of hope, hope of a new day and the dream of becoming an architect.
            Many students will sit behind their drawing boards and watch the sun set and rise the next day without a wink of sleep. The “window walls” are perfect for students to watch this daily cycle. For some, the act of watching the sun set and rise gives them a sense of accomplishment as they complete their assignment in the knick of time. For others, it leaves them feeling defeated and extra tired with no real sense of accomplishment, just hurt pride as they stumble away from their drawing table and disappointment of a drawing. Either way, the windows offer a sense of the passing of time, which can be encouraging or discouraging.
            Even though Pence Hall was originally the physics building on University of Kentucky’s campus, there are many architecture characteristics within the building itself. It is visually pleasing on the outside, with a classic university “look” to it. This old school look and design emphasizes the architecture “energy” that the students give off and study; because the building goes along with this “energy” it is not hard to focus on architecture within the space.
This concept transfers over to the inside of the building, which is very symmetrical and mathematically pleasing to the eye. Everything within the space is balanced and aligned in a very aesthetically satisfying manner. All of the lines in the space seem to come together at ninety degree angles, no mater if it is the crown molding in the rooms or the corners of the drawing tables, doorways, electrical wiring, or the corners of the rooms themselves. Another thing that the space posses that is easily notable by architects, or architecture students, is the tall ceilings. Each room seems very wide and open because of the 14 feet tall ceilings. This sense of open space allows students to think openly, and gives them a sense of limitless opportunities and ideas. If architecture students can pick apart the very space where they learn about and create their own architecture, they develop a purpose and understanding of their major and what their ideas can become.
            A basic architecture studio space is meant to be a gateway for architecture students. By combining a classroom setting with individual working space, Pence Hall and its studios offer the students in the College of Design a space where they can learn and create. All of the unseen elements, fellowship, color scheme and wall decoration, lighting, and basic architectural characteristics, which are in the space, influence the students who use this space on a regular basis. Fellowship and student interaction control encouragement and building, color scheme and decoration reflect inspiration and pride, lighting reflects hope and passing of time, and finally the architectural characteristics give off a sense of purpose and understanding. All of these influences work together within the space to enhance the learning abilities of the students whether it is architecture or design. The studio is not just a place for hard work and sleepless nights; it is a place of growth, enlightenment, and understanding.













Works Cited
1.     About Our College. University of Kentucky, College of Design, n/a.web.15 Nov.2012.
2.     Fannin, Emily. Personal Interview. 12 Nov. 2012
3.     Kuhn, Sarah. "Learning from the architecture studio: Implications for project-based pedagogy." International Journal of Engineering Education 17.4/5 (2001): 349-352.
4.     Little, Patrick, and Mary Cardenas. "Use of" studio" methods in the introductory engineering design curriculum." JOURNAL OF ENGINEERING EDUCATION-WASHINGTON- 90.3 (2001): 309-318.

           
           
           

Project 2 Visuals

The above picture is a visual of a drawing table with various pieces of work done by an architecture students in Pence Hall.


Pictured above is a view of the studio space in Pence Hall. You can see the drawing tables that are used by each student, the windows that allow natural light, the tall ceilings, unique chairs, and the red door.

This is an example of a student's work. This was an abstract drawing in which coffee was spilled onto paper and figures drawn in the shapes of the coffee.

This is a visual of the graffiti found in the studio. Also in view are the drawings the students have completed and pinned to the wall.


Project 2 Interview Transcript


Space Analysis Interview
Conducted by Lindsey Welsh
Interviewee: Emily Fannin, First-Year Architecture Student University of Kentucky
She gave consent for the interview to be displayed publically

1. How do you feel when you step into your studio? 
Open. There are no boundaries. The space is cluttered, the people are loud, and it reeks of coffee, but there is nothing more motivating than realizing you are all there to push each other forward in design.

2. What stands out the most to you in your studio? 
The light. The entire south wall is lined with windows, so the outside is always engaged.

3. What do you like about studio?
The freedom of thought it offers. Growing up in a structured school system like the rest of America makes it difficult to express your ideas the way you see fit. This studio gives me the space, time, and ability to spread out and explore my ideas in my own way, opening areas I was unable to explore prior.

4. What do you dislike? 
The smell. It always smells like leftovers and day-old coffee. (The extent to which this bothers me depends on my mood/how long I’ve been awake.)

5. What do you think is the most architecture-like about your studio? 
The high 14 ft. ceilings bring “openness” to the space.

6. What inspires you most about your studio?
The quote on the east wall that says “Anything that is too stupid to be said is sung. Architecture is frozen music.” Giving me motivation and inspiration to incorporate moments as touching and moving as music in everything I create.

7. How does your studio make you feel like an architect? Or does it at all?
The fact that is my space, to do with what I please, and the fact that I share it with others that all share a common goal, really makes you feel like you’re going to achieve this goal together. Misery is better in pairs, and nothing brings people together like staying up until 3 am night after night, to create something inspiring.

8. Do you feel a sense of purpose with your work and the space you work in?
It’s like another world. I step out of college life and enter design world when I enter that building. Time stops, and you feel like anything is attainable. So yes, if laboring for hours to venture into unchartered territory of sustainable design doesn’t give you a sense of purpose, I don’t know what does.

Friday, October 19, 2012

More Than a Mission Essay


More Than a Mission
Can you imagine a life without all of your possessions? How about trying to get through the day without a computer? Or not having a closet full of clothes at your disposal to pick and choose clothes to wear for the day? Can you imagine living without your cell phone or even running water? In this world there are many people who do not have such amenities and privileges. I got to experience this kind of lifestyle while on a mission trip to Ecuador. My mission trip was a huge change in my life, one that I would like to share with others and have others experience because they too can change their lives for the better.
Before I spent the summer of my sophomore year in Ecuador I took all that I had for granted. I never once thought of other people halfway around the world, or people in my own neighborhood, having much less than me and struggling to put food on the table or not having enough clean clothes and a safe place to sleep. I didn’t know that nearly half of the world lives on less than $2.50 a day. You always hear of people talking about the hardships of third world countries but the reality of their poverty doesn’t fully hit you until you have experienced first hand what it is like to live with next to nothing. In Ecuador the homes of the locals would barley be classified as a shed by our American standards. Most people had dirt floors in their one or two bedroom homes, camping style cooking facilities, and if they were lucky, a working toilet. What amazed me was that this was how they lived, everyday. This insubstantial lifestyle was all these people had ever known and yet they were completely content with their lives.
I saw my life differently when I returned home from my mission trip. I became more independent and outgoing, and more appreciative of what I have. I now cherish warm showers, running water, and a clean comfortable place to sleep and work. I never look at material things the same way again. The first time I stepped into my bedroom after returning home, I was sickened by all the stuff I had accumulated. I gave away bags and bags of clothes, hygiene products and other necessities after returning home. I went to Ecuador to change the lives of others, but it ended up changing me as well.
Ecuador and its people were the only thing I could think of and after such a big change in my life, I had to tell everyone. I talked about my trip for months after I got back. For most people, I described what I did while I was there and told many stories from my time there. Many people were very curious and excited to hear what I had to say, which is something I am not normally used to. My family especially, were hung on my every word and asked many questions about what it was like and how I felt coming home. My family saw the change that took place in me after I had returned home which sparked even more discussions. However, when I tried to talk to my friends about Ecuador and the things I had seen, there was some interest but they weren’t fixed on my every word like my family was. My friends were glad I was home and were somewhat curious as to how I liked it but many failed to see exactly how much my trip had impacted me. They just didn’t have as much of an interest as my family.  
I feel that everyone needs this kind of exposure to the world and needs to see things through the eyes of those who are less fortunate than they. I tried to express this to my friends and family but the feelings and adventures of Ecuador are nearly impossible to completely describe in order to truly grasp the impact they can have. One thing that will always stick with me was the look of gratitude and thanks on the faces of the people whose lives we had touched. I remember specifically the look on the face of a small child who I had just given a soccer ball to which was priceless and indescribable. We also ended up helping a young family that was just starting off by giving them enough rice and beans to last them for weeks. After seeing the looks and the people’s faces you can’t shake the feelings of gratification and humbleness. I also never thought I would feel guilty for getting dressed in the morning. Everyday for the two weeks in Ecuador I would put on a fresh shirt and pants and would go out to see the locals in the same clothes they had worn the past 5 days. They simply didn’t have enough. Everyone needs to view things like this first hand. You begin to not only improve yourself but also, you try to improve the world and make it a better place for others.
By helping others who are less fortunate than you, you are giving yourself a chance to picture life differently. It allows you to re-evaluate priorities and your overall thoughts on life. Instead of “needing” the newest pair of Nike’s when you already have 5 other pairs, you may decide that the shoes aren’t all that important or that they are really a true necessity. Many people confuse wants and needs, myself included. This is why my mission trip was so eye-opening for me. I don’t feel like I need as many things after seeing people living contently with so little. I don’t go out and buy new clothes or the latest electronics because I know that I really do not need them. I don’t need a closet stuffed with clothes that I may wear maybe twice a year and I definitely don’t need a phone that can fly, they have perfected that right?
There are many useless things that people are willing to pay large sums of money for when people in other parts of the world have never even touched a computer or cannot fathom the use of a cell phone. It goes the same way as well; it is hard for many people to contemplate a household without a television. For me, this is an instance where people are blind to their “needs” and wants. If they were to use the money they would have used to buy unnecessary items and used them for the good of others, many people’s lives could improve significantly. But where do we draw the line at what is or is not unnecessary? In our society a computer or a smart phone is a necessity for most jobs or everyday life. However, in a third world society, things like computers and cell phones may not be available because they simply aren’t required for daily life.
Through my experiences in Ecuador I was able to change the way I lived and make myself, and hopefully the world, better for people to live. We all may not have everything we want but that doesn’t mean we all can’t live in comfort and security. I wish all people can realize how easy their lives are when compared to others, and that is what Ecuador showed me. No matter how awful my day is here in the States, I still have better living conditions and a better lifestyle than many unfortunate people across the globe. I hope that people are inspired by myself to reach out to their neighbors and fellow human beings.
Not everyone can travel to another country to help the needy but there is always something that can be done for those less fortunate than us, even in your own community. The homeless count in America is 646, 917 people or.21 percent and in the state of Kentucky there are 6,623 people at a rate of .11 percent. There are many volunteer opportunities both locally and world wide that will help others get involved in the conflicts and life struggles of others. Many communities have local soup kitchens and homeless shelters that are always in need of volunteers to help. There are also many safe houses, charity organizations, and even religious institutions that need assistance in order to help the needy. Everyone has a skill or resource that they can use for the benefit of others. Like to build? There are plenty of opportunities for those who like to work with their hands to go out and build. Join a Habitat for Humanity group and help build a house for a family in need. Want to travel? There are also many organizations that go around the United States and even outside of the country to help others. The organization I participated with is called Maranatha Volunteers International; they specialize in worldwide missions and evangelism through community service. There are plenty of possibilities out there for people who want to help; you don’t have to look very far. When we choose to help others the world starts to change for the benefit of all. When you get out into the world and make a difference you are not only helping others but you are also be helping yourself.





Works Cited

1.   Anup Shah. “Poverty Facts and Stats”. Global Issues Social, Political, Economic, and Environmental Issues that Affect Us All. Inter Press Service International News Agency, September 20, 2010. Web. Oct 18, 2012
2.   n.p. State Health Facts. Henry J. Kaiser Family Foundation, January 2012. Oct 28, 2012