Tag Archives: Project 3

3D_003_Avatar: Grenas (Amelia, Natasya, Yit Ling)


So for the final project, together with Yit Ling and Amelia, we created an animal avatar named Grenas. This avatar is the combination of three animals: sea anemone, anemonefish a.k.a. clown fish and starfish. (The ‘nas’ part of the name is actually short form of nemo, anemone, starfish.)

Relationship between the three creaturesHere is more details for our avatar! (click G5 Group F for the PDF version)

Thank you!

3D_003_In_Class: The Nemo Movement


Continuing the research in my previous post, we were asked to dance and move our creature’s movement! For my, it would be my anaNEMOfish (clown fish).

My movement was ‘fluid’ and it can move in any direction (except backwards). As the Nemo move and dance around the sea anemone, I imagine the movement to be circular and random in any direction. At the same time, the Nemo can swim up and down as well.

Then for my movement sketch, I drew it in random circular and wavy shapes. The light blue represents the fish swims at a certain level, then dark blue represents it swimming down (deeper) while the light green is the opposite (swim up).

Next we were required to visualise and produce our movement by sculpting mahjong paper. My paper sculptor is shaped based on the sketch. The closeness of the paper shows that the Nemo moves around quite fast. In reality, the speed is really depend on each species and size ūüėÄ

It was a surprisingly a refreshing session ūüėÄ
Thank you!

3D Project 3
Research: Clown Fish (aNEMOnefish)
In Class: The Nemo Movement
(coming soon)

3D_003_Research: Clown Fish (aNEMOnefish)

Clown fish refer to 28 species of fish that are living around tropical coral reefs found in the warm water Indian, Pacific Oceans and the Red Sea. Here are some of them. Since the famous Disney movie Finding Nemo, the popularity of the clown fish increased and they are being breed by human. (Nemo is the Occelaris sp.) The Oceans, Reefs & Aquariums (ORA) is the leader in captive bred clownfish. Below is the pictures of the clown fish species with some addition developed by the ORA.

Clown Fish Species

Like people, fish have noses. Water flows through holes called nares into two chambers. Each chamber contains a rose-shaped structure called a rosette. Odor molecules stick to cells on the rosette called neurons. Those neurons then shoot a quick signal to the brain. That’s how a fish detects a scent.
Upon hatching, baby clownfirsh rise up to the sea’s surface and begin the planktonic stage (floating on the sea) for about 11-12 days. Then, they will use their sense of smell to find their way home. They swim toward the scent of leaves from the islands’ trees. They also detect odors to find food, avoid predators and prepare for mating.
(!!) The sense of smell worsen¬†as the water becomes more acidic! At the current rate, clown fish might lose their ability to ‘go back home’ and avoiding predator by the end of the century!¬†frown

For clown fish, the ability to hear is crucial as it makes them able to detect and avoid predator-rich coral reefs during the daytime (coral reefs are home to many species that can feed on small clownfish). They do this by monitoring the sounds of animals on the reef, most of which are predators to something just a centimetre in length.
(!!) Researchs show that¬†clown fish in more acidic water showed no preference for moving away from threatening sound, while those exposed to normal levels of acidity move away from the perceived danger source. The acidity doesn’t seem to physically damage the fish’s ears, so maybe the damage is neurological, or maybe they are “stressed by the higher acidity and do not behave as they otherwise would.” This could seriously impact their survival in the long term. frown


Clown Fish External Anatomy
Clown Fish Bone Structure

It can freely move to any direction by moving its tail to move forward and side fins to help them steer.

Clown Fish Movement

A journal said that clown fish performed a bizarre little wiggle dance, flapping its fins while dodging and turning.
That creates fresh water circulation for the stationary anemone, allowing it to access more oxygenated water, speed up its metabolism, and grow faster. That’s also good news for the clown fish, which have more room to hide within the anemone.

Symbiosis describes the special relationship between clown fish and sea anemones. They are the only fish that do not get stung by the tentacles of the sea anemone. Clown fish have a slimy mucus covering that protects them from the sea anemone. However, if this covering is wiped off of a clown fish, it will get stung and possibly be killed when it returns home to the anemone. The clown fish and the sea anemone help each other survive in the ocean. The clown fish, while being provided with food, cleans away fish and algae leftovers from the anemone. In addition, the sea anemones are given better water circulation because the clown fish fan their fins while swimming about.

(The video below is really good in showing the movement of different species of clown fish and different species of sea anemone, it also has part where the clown fish is trying to scare away human diver in order to protect the sea anemone)


  1. HERMAPHRODITE (an organism that has reproductive organs normally associated with both male and female sexes)
    In a group of clownfish, there is a strict hierarchy of dominance. The largest and most aggressive female is found at the top. Only two clownfish, a male and a female, in a group reproduce through external fertilization. The clownfish are hermaphrodites, meaning that they develop into males first, and when they mature, they become females. Also, as mentioned earlier, more than one clownfish is able to live in a sea anemone. If the female clownfish is removed from the group, such as by death, one of the largest and most dominant males would become a female. The rest of the remaining males will move up a rank on the hierarchy.
    The clown fish is also famous for it’s seeming immunity to the stings of the sea anemone. Most clown fish are found either in or around sea anemones which the clown fish inhabits both for protection from predators but also the readiness of food.


Kingdom: Animalia
Phylum: Chordata
Class: Actinopterygii
Order: Perciformes
Family: Pomacentridae
Genus: Amphiprion

Size (L): 10cm – 18cm (4in – 7in)
Life Span: 4 – 8 years
Colour: Black, White, Orange, Red, Yellow
Diet: Omnivore
Favourite Food: Algae
Habitat: Tropical coral reefs
Main Prey: Algae, Plankton, Molluscs
Predators: Fish, Eels, Sharks

Bye bye

3D Project 3
Research: Clown Fish (aNEMOnefish)
In Class: The Nemo Movement
(coming soon)


Animals, A. (n.d.). Clown Fish. Retrieved March 8, 2017, from https://a-z-animals.com/animals/clown-fish/
Hogan, T. (n.d.). Home. Retrieved March 8, 2017, from http://www.dive-the-world.com/creatures-clownfish.php
Investigation. (n.d.). Retrieved March 8, 2017, from http://tolweb.org/treehouses/?treehouse_id=3390
Leader, J. (2013, March 01). Clownfish, Sea Anemone Relationship: Fish Do Wiggle Dance To Help Out Host. Retrieved March 8, 2017, from http://www.huffingtonpost.com/2013/03/01/clownfish-sea-anemone-wiggle-dance_n_2789711.html

Increased CO2 Causes Clownfish to Lose Sense of Smell, Swim Toward Predators. (2010, July 14). Retrieved March 8, 2017, from http://worldgreen.org/increased-co2-causes-clownfish-to-lose-sense-of-smell-swim-toward-predators/
Kwok, R. (2015, November 01). When the nose no longer knows. Retrieved March 8, 2017, from https://www.sciencenewsforstudents.org/article/when-nose-no-longer-knows

Clownfish risk going deaf. (n.d.). Retrieved March 8, 2017, from http://www.hear-it.org/clownfish-risk-going-deaf
Richard, M. G. (2011, June 01). Ocean acidification makes clownfish go deaf (poor Nemo can’t hear predators anymore…). Retrieved March 8, 2017, from http://www.treehugger.com/clean-technology/ocean-acidification-makes-clownfish-go-deaf-poor-nemo-cant-hear-predators-anymore.html

Image credits:

Maldives QI, Part 5


Project 3: Ego (Final)

This is my final project for 2D Foundation I: Ego.
For the concept, I divided my ego into myself in four different places and different role.


 1. Carefree + Singapore = Discipline


For the first context I want to show myself as a student. And the main place for my education is Singapore as I first got the opportunity to study there 2011 in Singapore until now. I used the addition sign as it is something that Singapore culture (especially education culture) is really an essence that has been constantly added to my life as a student.

CarefreeCarefree: It represents myself as a student before coming to Singapore when I was more free and able to do anything I want without thinking much of the consequences. I was much more selfish and ignorant towards my studies back then.  The carefree ness in me was represented by the position of the paper. Its orientation is not align to show my carefree ness and how I trying to escape learning. The crumpled rice paper also represents part of me. The colour is mainly orange to show my immaturity and pink to represent actually my love to study which make me want to escape to normal way and finding my own learning.


Singapore: As a student, my Singapore includes pictures of the hostels¬†I stayed before together with the schools I went to. I put wire mesh on top of it to represents the rules and confinement I feel in Singapore. There are many rules like curfew and study time. As such, I felt that me in Singapore is confining and limiting in many ways here, especially in term of physical freedom. It is really different from back then when en I was able to freely do whatever I wanted, including in what CCA I want (not what I need) and how I want to spend my leisure (not feeling guilty for not studying). The colour blue represents intellectual which is how I see Singapore education. And not only that, these were the period when I had my ‘blue’ period that has shaped me the way I am now (not only as a student, more as a person in general) and as such I personally feel this colour is most suitable for my Singapore.’


Discipline: It shows me what I have become after years immersing¬†myself with the education culture of Singapore.¬†As can be seen,¬†the rice paper that previously represented me as ‘Carefree’ is greatly influenced by the blue colour of Singapore. At the same time, the pink paper is now weaved into the wire mesh, representing that I am following the rules and regulations especially in the way I am learning. Also, the orientation of the paper is right as well which means as a student I am more on the right track now. The colour is combination of the both previous panel. Showing how as a carefree student I integrated to Singapore education system and slowly but surely becomes a more discipline person. There are many ways and aspect where Singapore has influenced me and discipline is one of the most significant one as a student.

2. Expressive – Indonesia = Faceless

This time my role is as an Indonesian. Even though I have been living in Singapore and become more-like Singaporean (especially the way I think), I am still a proud Indonesian. The sign is subtraction sign to show what will happen to me if Indonesia is taken out of me.


Expressive: I want to show that I am someone with many ways of saying things (sometimes I unconciously do exxagerated gesture when I am excited), something that I show most of the time when I am speaking in Indonesian. It is a scanned picture of me trying to be expressive and conveying many emotions, added by red and orange pattern to even enhance the idea of expressiveness as both are striking colours which show energy, excitement, and fun. Also added by pattern from leaves and twigs which represents my Indonesia to show that my expressive trait is something that has been nurtured from my identity as an Indonesian.


Indonesia: The main idea of my Indonesia is batik and nature. I want to combine the first thought when people see Indonesia and what is mine.¬†I used google image to search Indonesia, the very common result are the photos of many natural tourist spots in Indonesia. And personally my first thought was batik. As such, the main characters of my Indonesia are nature and batik. In addition,¬†the red-white background which is the Indonesian flag colour, I pasted batik and leaves and twigs (represents nature) to create the shape of Garuda Pancasila, which is the national emblem¬†of Indonesia. ¬†The colour is around yellow-green. Green for the nature and yellow is around the gold colour of Garuda Pancasila. While the red colour also serves as the transition from the ‘Expressive’ previous composition.


Faceless (defined¬†as lacking character or individuality): It is the same picture as the ‘Expressive’ however it gives different feeling as the colour ¬†theme is changed. It has the pattern of pale blue to show the blueness. While part of the face and fingers are sewed on with thread to cover the identity and show the idea of facelessness. At the same time, blue colour psychologically represents the lack of emotion, coldness and aloofness¬†as well as the idea of sadness. In short, it represents my blue misery¬†and loss of identity and characteristics of me, in the case that Indonesia is ever taken out of me.

3. Creative x ADM = Passion


This is my role as an artist. The place is ADM as it is the place I learn most about art. Actually I never thought I will go to an art school, it was a hobby and I didn’t learn¬†art formally before. But I can say that being able to enrol¬†to ADM is one of the¬†best blessing¬†I ever received¬†in my life.¬†I use multiplication sign to show that the way my¬†passion for art is really raised¬†in ADM, and it is something that will keep on repeating and going on. As such, it is not merely adding for me, but much more than that hence multiplication.


Creative: Creativity is personally what I feel as an important characteristic that every artist to have, something that I want to keep on developing along the way. It is represented by the purple violet paint drip and yellow green paint splash. I used red violet as the main colour as it means creativity, imagination and passion which for me really describe the creative. On the other side I contrast it with yellow green to get the complementary harmony which add vibrancy, energy and visibility to the creativity. Meanwhile, at the same time exist the vertical yellow green pattern which represents the routine and repeated habit (not creative) in order to contrast the striking creativity and normal.


ADM: A very important place for me as a growing artist is ADM. The ADM is represented by the drawing of ADM building. Also, at the same time I personalise it by adding photos of various different projects that I have done during my Foundation period. I also used complementary colour to emphasise on the vibrancy and energy that I personally feel in my ADM journey so far.


Passion: Handling the many projects and assignments from ADM, a very important drive¬†that has kept me going is passion. The very first thing that remind me of passion is fire, which is the¬†red shape in the middle of the composition. The colour of the surrounding is the combination of the previous 2 composition (half left from ‘Creative’ and half right from ‘ADM’). In a way, this composition is really the summary of me as an artist at the moment. And also my hope for the burning desire to stay along my whole journey.

4. Me + Home = Complete


Lastly, it is my role as a person. I used addition as my home is really a very important piece that I need to complete me as an individual.


Me: It is simply just me. I tried to keep it simple and really choose a simple colour to keep it mild because I really want it to simply say ‘Hey it is me! Everything here is just me the way I am!’.


Home: For me, home is not merely the hose but more to the people in it. As such, my home is represented by the collage of my family member in their own way how I see each of them. For my Dad, I see him as someone who always try to be seen as a serious person (but he is not) that I chose his picture while wearing shade that makes him looks more serious. My Mom is someone who always cheerful and happy in every situation. My younger brother is an adventurous person who always want to try new things such as the sand board he is holding when he first play it. Then my little sister is a very girly and cute girl who likes to do different poses and asks me to take pictures of her, like the one she is posing on the composition. So my family is basically home for me. I choose the colour blue green as I when I google search: family gathering poster, many of the poster are blue and green, which I feel suit my family also.


Complete: I really want to show that me and home is complete and enough for me. I used black and white family photo layered by acetate paper of three primary colour of red, yellow and blue. As these colours are primary colours, I want to show that this composition is a primary, significant and important for me as a person, which is my family and I.

So yes, those are my Ego for Foundation 2D final project. For me, it is a very personal project that maybe only me can fully understand the feeling and meaning behind everything. But I really hope you can understand it as well. ¬†This final project really made my 2D journey more private.¬†Sadly, I think this will be my last post for 2D Foundation I this year. I would also take the chance to thank Ina as a very supportive and positive tutor. Thank you for reading, I hope you enjoy this post :’D.
2D has been fun :’)


3D_003: In-Class Planar Construction


So we were asked to bring an A2 size artcard for the previous 3D class. Then, keeping in mind the D-SD-SO relationship, we were told construct a model without separating any piece out of it. Basically we could cut, fold, etc etc as long as we keep the paper connected. There was a time limit of 30 minutes!

My Model: The Sweet Mountain

Front view of Model
Side view of Model
Top view of Model

Personally, I really enjoy this exercise as I could explore many interesting and new ways in creating a model. It was fun and free as I could just keep on cutting and folding without having any end-model in mind.

Have a great recess week!

3D_003A: Individual 3D Models and 2D Sketch Analysis


So for project 3 we learnt about planar construction. Basically we are using art card to create a model made of 3 strips of different sizes. Keeping the concept of Dominant (D), Sub-Dominant (SD) and Subordinate (SO) (posted here), we aim to obtain a dynamic flow of planar relationships in space. A plane is an element that has surface direction and slant without mass, tupes of plane:

2D Planes (characterized by their axes):
Straight axis plane: The axis moves in a straight line across the plane.
Bent axis plane: The axis moves across the surface of the plane in one direction and then shifts direction.
Curved axis plane: The edges are curved, causing the axis to curve.
Complex axis planes: The axis changes direction (infinitely) but the outer edges of the plane visually “add up” to the course of the movements of the plane.

3D Planes (characterized by their transitions in space):
Curved plane: A simple curved surface where the surface curves into more than one plane but does not twist through its transition .
Broken plane: A plane that bends in space at a hard edge through its transition.
Twisted plane: A plane that twists though its transition, shifting the axis on its surface.
Grouped planes: 3 or more planes create a group movement of gesture

So here is my three 3D Models for this planar construction (side view, top view, other view) :

The 3 Models (front view, top view, other view)
The 3 Models (front view, top view, other view)


MODEL 1: The Curvy Bridge

Model 1 Sketch
Sketch of Model 1
  • Relationship: D is a curved axis plane, SD is a bent axis plane, and SO is a broken plane
  • Method: SO is wedged to D
  • Comment: The model has a complementary contrast in types of planes. Even though it looks not-so-interesting and heavy (high positive space) if seen from top, the model has a quite remarkable negative space and void shape from front view.
  • Things to improve: From front view, the SD is too thick and vertically too long, making it too dominant from some angle. From top view, the direction of axis of SD and D are not distinct enough, creating some kind of high tension at the top one-third area.
    Also, the area of SO is a bit too much and too dominant.
  • Improvement: From front view, need to make SD thinner to reduce the activity on left side and increase the void to around two-third. Shorten the length of SD to two-third in order to change the axis direction of SD which make SD less dominant and the activity to be at the top one third only (from top view). Shorten the SO until it touches the SD only (front view) and shift it to make a smaller void (top view) with purpose of reducing the presence of SO.
Sketch of improved Model 1
Sketch of improved Model 1

MODEL 2: The Smoky Pipe

Sketch of Model 2
Sketch of Model 2
  • Relationship: D is curved plane, SD is a twisted plane, and SO is a 3D broken plane.
  • Method: SD is pierced through D while SO is pierced and wedged through D.
  • Comment: The D, SD, SO relationship can be clearly seen. The model has good contrast in term of plane shape and proportion.
  • Things to improve: The direction axis between D and SO are very similar. In term of height, the SO occupy two-third, which is too much.
    The same thing happen to SD as well, making it too vertically dominant if seen from front.
  • Improvement: Adjust the shape of SO to change its axis direction which also create an interesting negative space. Shorten bottom part of SO to make it occupy the top one-third only, creating less tension at the bottom part of the model. Cut off the top part of the SD, creating a just nice vertical height for it.
Sketch of improved Model 2
Sketch of improved Model 2

MODEL 3: The Insect

Sketch of Model 3
Sketch of Model 3
  • Relationship: D is a broken plane, SD is a twisted plane, and SO is a twisted plane.
  • Method: SD is pierced through D while SO is pierced and wedged through D.
  • Comment: With contrasting plane shape and proportion, the D, SD, SO relationship is obvious and constant throughout. It also has distinct axis direction, making it looks balanced. The front view really remind me of an insect, which make it the most interesting model for me. From top, I like the negative space the D
  • Things to improve: From front view, the bottom one-third looks quite low, maybe a more vertical negative space can make it more interesting and more alike to an insect feet. Also, the D is not so dominant as it vertically occupy one third only. From top view, the model looks a bit too much positive space and full as it occupy all the area, it lacks of negative space.
  • Improvement: Position the both end of SD closer to make the model higher and vertically has more negative space, this will make the model more interesting. Make the D piece thicker to create a more dominant D. Shift the direction of SO to occupy to leave the left corner area empty, creating a negative space for the model to breathe.
Sketch of improved Model 3
Sketch of improved Model 3

Hope you enjoy the post!