Common Module - AY25.26 WOII

During this semester, My understanding of design theory has changed significantly during this semester as I have gone from learning about the theories of practice to applying them in my work. Meanings and types of design that affect how I create and communicate have become clearer (i.e., phenomenology, aesthetics, semiotics). 

In my Craft project, I explored how the viewer would experience the art in both an emotional and a physical sense through the lens of phenomenology. For example, the falling figure standing on a pile of the letters that make up his name was meant to demonstrate both visual representations of chaos and a sense of loss of control. In addition, the fallen letters represent fragments of someone's thoughts. 

My Studio project allowed me to spend more time on the visual aspects of design (including the aesthetics) and how to visually communicate ideas through design. I utilized contrasting colours, patterns, and typography (the use of one of these as a focal point) to create visual emphasis and attract attention from the viewer. 

This module has also brought me to a point where I now look critically at my choices when creating designs I am more aware of how the theory connects to my practice as a designer and how that has increased my confidence in my ability to communicate my ideas through my work.

During Week 12, we were tasked with looking at pieces of artwork from Open Studio and documenting our observations. I chose "Inked in Chant" by Jerome Ang and relate it to Visual Journalism or Storytelling as it contains a wealth of cultural narrative through interconnected visual elements that are displayed.

This particular project contains tattoo related imagery composed in several layers as part of a collective of symbols, creating a network of symbols for identity, tradition, and shared history. The meaning of this work derives from the visual connections made among the various images as opposed to deriving from written text. 

This process demonstrates the fundamental elements of art ecosystems and how meanings are created through networks and the interaction and interconnection of meaning versus existing as independent ideas (Czetwertynski). In addition, the repeated motifs of this work form a collective visual language as each motif creates a larger narrative while maintaining its own unique identity. 

Viewer interaction is reflected through the work's pluralism and communal nature. As they engage with the arrangement, the viewer interprets it in their way, thus creating a new meaning altogether meaning will change as the viewer interacts with and engages with the arrangement, indicating that contemporary art ecosystems rely on participation and exchange to create impact (Taylor & Francis).

The activity has shown that design is a network of relationships rather than a series of independent results. By considering how interconnection, community, and interaction can help form a visual narrative in an artistic ecosystem that is occurring continually over time, the arrangement demonstrates how visual narratives can be realized within the contemporary artistic ecosystem.

(270 words)

Czetwertynski, Alex. “The Business of Future Art Ecosystems. 2023

During week 11 of class, the concept of postmodernism was explored through a paired activity where we were encouraged to break conventional design rules and transform an ordinary object into something extraordinary. I chose a crochet duck as my object and photographed it, after which my partner and I developed a postmodern advertisement titled “Supa Duck.” The intention was to reinterpret a small, handmade item as something bold, expressive, and visually striking. The task required us to experiment with typography, fragmentation, plurality, and distortion while creating a slogan that fits and an overall composition.

The process reflected key ideas of postmodernism, particularly the rejection of fixed meanings and the embrace of subjectivity (Lyotard). Through image manipulation and distortion, we exaggerated the duck’s colour and texture, transforming it from a soft, comforting object into something visually intense and attention grabbing. This reinvention challenged its original function as a simple stress toy or accessory. The use of bright yellow and contrasting orange tones applied colour theory to create emphasis and emotional impact.

Plurality was expressed through bold typography, layered graphics, and contrasting visual styles. The oversized, rotated “SUPA DUCK” text disrupts traditional layout and hierarchy, reflecting complexity and contradiction (Venturi et al.). The slogan introduces humour and narrative, allowing multiple interpretations (Jencks). Ultimately, this activity demonstrated how design can reinvent everyday objects through experimentation and expressive rule-breaking (Poynor).

(226 words )

Jencks, Charles. What Is Post-Modernism? 1996.

Lyotard, Jean-François. The Postmodern Condition: A Report on Knowledge. 1984.

Poynor, Rick. No More Rules: Graphic Design and Postmodernism. 2003.

During week 10 of class, the concept of poststructuralism was explored through an activity with a partner in which participants used a text or an image taken through self-guided walking without discussing what material was being used. I did the images.

The process exhibited many ideas of post-structuralism, such as the notion that meaning is determined by the context within which it exists, determined by the manner in which it exists, and is constantly changing (Nooteboom). Structuralism assumes that all meanings can be measured against a fixed point of reference. Post-structuralism assumes that all meanings are unstable and can only be known in relation to one another (Nooteboom). The task of combining texts & images for this assignment was an act of deconstruction in that it broke apart the assumed associations between the two forms and led to forming new associations.

Commercial signage now has a different meaning than an unrelated visual. There is a new level of interpretation of both because of where and how they are, because their meaning depends on where in the context either exists. In addition to the new meaning, the nature of design and functionalism becomes less rigid. The order or sequencing in which the text is read may or may not be established by the text itself however, the emotional response created by the visual is a stronger force for the viewer than the ordering provided by the text.

Ultimately, the week 10 activity demonstrated that design is open to exploration each of the meanings was created through the relationships among them and changed with each new set of relationships created.

(268 words)

“Rethinking Philosophy. Semiotics, and the Arts with Umberto Eco. 2021

In week 4, our group discussed the analysis of three handmade objects, including fabric pouches, crochet dolls, and common household objects, discussing the representation of materials and structures in each object, as well as the intrinsic meaning of each object. The discussion indicated that design communicates as a system of multiple layers of information, and the construction of meaning for design occurs through context and viewer perception (Qing, Ibrahim, & Nies). 

Furthermore, I noticed that the three objects convey meaning through different methods. The fabric pouch and practical items highlight clarity and order through geometric shapes, whereas the crochet dolls appeal emotionally through texture and whimsical shapes. This evidence demonstrated to me that design functions at multiple levels; it structures information and also elicits an emotional and cultural response. By observing how design elements such as the shape, proportion, and visual emphasis can alter perception, I was able to further develop my understanding of how objects convey an intentional message.

I conducted an inquiry into this study for Week 5 in a real environment (New Bahru). The field trip examined the manner in which objects utilise visual communication therefore, I conducted a formal visual analysis using the principles outlined by Glatstein. I reviewed components (shape, colour, texture, space, balance, and proportion) in order to obtain a better understanding of how objects visually communicate (Glatstein).

For example, the cylindrical planter had repeated vertical lines, which offered a sense of stability. The watering can, in contrast, had curved elements that provided the user with a visual flow and could potentially be described as visually creating ease of motion. These observations demonstrated that visual elements affect both the way we perceive and the overall function of objects.

When observing memory, I looked at how users interacted with the materials and visual styles. The playful forms and familiar colours created pleasurable emotional responses, showing that the way in which something is designed will determine how we use and experience it.

 (326 words)

Qing, Haohua, Roliana Ibrahim, and Hui Wen Nies. Analysis of Web Design Visual Element Attention Based on User Educational Background. 2024

During week 1, we had to photograph time and shadow to express ideas visually rather than literally. Ellen Lupton says that design communicates visually through elements like light, contrast, and composition, which shape meaning.

To represent time differently, I photographed a sculpture of a clock with a snake around it. The snake was sculpted out of money, while the clock represents time. To me, the image reflects “time is money” by Benjamin Franklin. It does not directly state a message, so viewers relate it to their own associations and develop meaning through reflection.

To represent shadow, I photographed a vending machine under LED lighting and focused on the shadow created. The shadow is a functional object that becomes an abstract atmospheric presence and directs the viewer's focus. The image now presents a perspective instead of simply an object.

By learning phenomenology, mainly the ideas of Maurice Merleau-Ponty, I came to realise that design is not just visual but also something one experiences. Designers use light, space, and materiality to generate meaning through it. Through these designs, they can create their own interpretations through emotions, memories, etc, and it reflects an approach to design where perception incorporates both cognition and affective experience. 

Learning this, I have also applied it to my other classes, like Craft 3, where we had to make fonts from past memories and feelings, and think of different shapes based on those feelings to make a font out of those shapes. I also made a simple poster to show my font and the name of my font. 

(259 words)

Franklin, Benjamin. Advice to a Young Tradesman. 1748.

Lupton, Ellen. Design Is Storytelling. Cooper Hewitt, Smithsonian Design Museum. 2017.

For a collaborative project, I would like to team up with is broadcast media students. Assist them in their visual branding and graphic design works. Example creating strong visual identities for the upcoming projects, which include logos, colour palettes, and consistent branding.

Another team I would like to work with would be product design students. Assist them in their branding and packaging for the product that they create. Example developing brand identities, packaging design, and materials that make the product more appealing to buy. 

For the final project, I would like to create a zine about saving sea animals in a fun and educational way. This zine would include interesting facts about why we should save sea animals, as well as fun facts about sea animals, and it will also have activities in the zine that both kids and adults can enjoy.  This will include games, drawing, and tasks that make learning about marine life engaging. At the same time, it will also explain why it is important to protect marine life, even with a small gesture. By this, I hope to inspire others to protect the ocean.

As for communities, I would like to work with the Marine Stewards Singapore. I would like to help them design a poster to help them better encourage others to join them in their different programs, like beach cleanups and guided walks. By teaming up with the members of the Marine Stewards, I hope that this project will raise awareness about protecting the ocean.  

My professional goal that I want to achieve in the future is to become a multimedia designer. Someone who creates visual content, videos and photos edits as well as supports events visuals and branding. CTS A has taught me ways to resolve conflicts, avoid plagiarism, find reliable sources, and come out with designs and not overthink them, as I can make tweaks later. 

( 315 words)

Reference link : 

Ilyda Chua. Belmont Lay. (2024). Anglers release large critically endangered shark seen in waters off southern S'pore.

Enrico Gennari. (2025). Protecting the Oceans: 10 Easy Ways You Can Contribute.

Indeed editorial team. (2025). What Is a Multimedia Designer? (And How To Become One).

Fig 1. Divingnotes. (2025). (Inspiration) 

To me, critical thinking is used in every module on a daily basis. I have learned in CTS A has helped me better break down information and check for plagiarism. 

In Craft workshop, I developed to have growth mindset when coming out with ideas quickly and not overthinking them, but by sketching out whatever comes to my mind on a different piece of paper and make changes after. I have also asked my classmate for feedback, to get their opinions on my work, and tried to take in their criticism to better my work and not personally.

As for Photography, I developed to have Emotional intelligence is to manage and recognise my emotions, as during photography, there are time when it get frustrating, especially when I have tried many times to capture pictures, however the outcome is not what I want in a picture. When that happens, I will take a break to process my emotions before starting again. 

As for Digital Skills, I developed to have assertion and Conflict Resolution is by communicating with my lecturer about things that I don’t understand, so that when we have a consultation, there won't be any miscommunication on why I have not done the assignment that was given. As well as not taking criticism personally, but changing the things that were given feedback on. 

Lastly, in Studio 1, I developed to have Facts, Reliable Sources, and Filing by finding reliable and factual information by checking multiple sources to verify the information I gathered. As well as making sure to give credit to the artist used in my CPJ, it is important not to get plagiarised. 

( 273 words)

Reference link : 

(Photograph) Fig. 7. Vittoria Traverso. (2017). Toys Are Taking Vacations and Seeing the World (Without Their Owners). (Inspiration).

I understand about the Critical Thinking Skills module because it teaches us how to question the information that we consume and how we should form decisions based on logical reasoning. Throughout this module, we have understood that it requires more than just looking for the answer, but the way we go about looking for it. The visual metaphor that my group chose was the building with the seven floors, because each floor of the building represents every topic of every lesson that we know, and the information that we possess. A building stands out because of its structure because which begins with the foundations of what we have learned in class.

If I were to change my visual metaphor, I would choose a puzzle, because to me, critical thinking needs to gather different pieces of information from different sources, evaluate them, and figure out how they fit together to create a complete picture. Just like a puzzle, the process may be challenging however, the outcome is rewarding. 

Throughout the whole semester of Critical Thinking Skills lesson, I have learn a lot, like understanding what Critical thinking is, conflict resolutions, and how to spot plagiarism as well as finding reliable sources. If I have to choose my favorite activity, it would be week 3 Emotional intelligence. 

At first, my group was really awkward, as it was only the third week of the lesson, and we were still trying to get to know one another. However, after the ice was broken, we had fun trying to create a script we were given, which was “ there’s a student whose comments are simply rephrasings of the lecturer’s comments.” Based on group works, I have learned to compromise and listen to everyone's ideas. 

If I could improve on something, it would be participating more in discussions. In the first few weeks, I was shy and hesitated to speak up, however, I realised that sharing ideas and speaking up is part of the learning process.

(330 words)

Reference link : 

https://pngtree.com/freepng/abstract-line-drawing-heart-shaped-teamwork-puzzle_6551530.html. (Vector drawing inspired).  

What is Growth Mindset?

A growth mindset is about getting feedback and trying to change, and improving yourself. The difference between a growth mindset and a fixed mindset is when making mistake for a growth mindset is trying to learn, improve, and make changes, but for a fixed mindset is not trying to listen and learn from feedback. 

I think that a growth mindset is very important because it builds resilience, improves problem-solving solving and supports personal growth. For building resilience, it helps when we get setbacks, we will take them as a learning process and improve ourselves. To improve problem-solving, it helps by experimenting with strategies and thinking skills to solve problems when they come up. Supporting personal growth helps by improving skills and adapting to new situations. 

During class in week 5, we had to take pictures of a logo and 15 redesign it with our non-dominant hand in 30 minutes. Based on this activity, I think that it is good because we don't have enough time to overthink, we can just think of ideas and start drawing, and it is not supposed to look good because is just a rough sketch. During this activity the main thing i was thinking of is the time and how many more sketches i have to do because some of my ideals was running and i was worried that i wont have enough time to finish all 15 sketches but once i start to focus more of thinking about the design i started to look at the details of the logo and add it to my redesign.

(263 words)

References Links:

 Catherine Cote. (2022). Growth Mindset vs. Fixed Mindset: What's the Difference?

What are the key areas of Emotional Intelligence?

Emotional intelligence is the ability to recognise, manage, understand, and influence emotion. Some emotional intelligence includes self-awareness, motivation, empathy, and social skills. Self-awareness is about recognising your own emotions. Motivation is about staying driven and resilient despite setbacks. Empathy is about understanding and relating to others' emotions. Social skills are about building healthy relationships, resolving conflict, and communicating with others. 

How do I cope with Emotional Intelligence?

I cope with emotional intelligence by noticing my feelings and understanding it before reacting, and respond in a clam , empathy while also having healthy boundries. Some ways example are having self-awareness, Social awareness and self-management. 

During class in week 3, we as a group were given a critique scenario to act out. The scenario my group was given was that there’s a student whose comments are simply rephrasings of the lecturer’s comments. What we did was that we choose to randomise what roles we would be playing. There are 3 students, 1 lecturer, and one student who rephrases the lecture comments/teacher's pet. We decided that the lecturer would teach us about a math problem and ask students to answer the question. The lecturer picks a random student. When that student answers it wrong, the lecturer will say No, actually the correct answer is but before the lecture starts it the teacher's pet will say the answer and comment on the student who got it wrong. After that lecture would move on, but before she could, the teacher pet would snatch away the paper and marker and try teaching the class.  

(251 words)

Reference Links:

Coursera Staff. (2025). What Is Emotional Intelligence? How to Strengthen This Key Workplace Skill.

What is Collaborative skills?

Collaboration skills are about working as a team to achieve the same goals. They are not only about working as a group but also about communicating, adaptability, problem solving, combining strengths, and many other more. 

Why do I feel that collaboration skills are important?

Through collaboration, we get to explore different perspectives outside of our usual comfort zones. While working with others exposes us to different ways of thinking, problem solving, and approaching tasks that we might now that thought of on our own. 

It also challenges us to step out of our comfort zone and preferences. 

We also get to learn to understand others and be open-minded during it. During collaboration, it also helps us grow to be adaptable, more creative, and respect other viewpoints and ideals. 

For example, in class, we work as a group to construct a monument for the future, and my group came up with a portal about racial harmony. So, on the outside of the portal, we wanted to show the opposite of racial harmony, and on the inside of the portal, we wanted to show harmony and love with one another, regardless of anything. As we had limited time and material, this is what we made.

Based on what we did, something I feel we could do better is to make it more stable and show more about the topic we picked. 

This is my redesign that I have drawn out based on the topic we chose, as well as the design that we decided as a group. 

(246 words)

References:

Grace He. (2025). 9 Examples Of Collaboration Skills.