Compulsory Question 2 :Restate artistic vision statement

After revisiting my artistic vision statement, I realised that I needed to capture the essence of my identity, goals and aspirations more perfectly. It demonstrates my attention to detail, listening skills and ability to summarise.The elegance of Mono Kubo's style fascinates me as it is what I hope to achieve in my design evolution journey. For the next five years I will be painting in this style or contributing to a design career.

The meticulous attention to detail and tasteful blend of elegance and simplicity, influenced by Mono Kubo's artwork, captures my artistic senses. My decision to focus on Mono Kubo's aesthetic or enter the design field is a testament to my commitment to honing my skills and making a significant impact. This coincided with the theme of CTS, emphasising the importance of critical thinking and synthesising multiple sources. In week 05 we visited the National Gallery and I was struck by a piece of artwork called Malay House. Creator Mohamed Salehuddin's artwork movingly recreates social interaction and culture.Salehuddin's depiction of the Malacca Longhouse reflects the hopes of a developing nation. The tap roof, raised floors and open balconies evoke a sense of rich culture; the imported European or Chinese tiles on the staircase add historical complexity.

The choice of this work, which relates to my goals, was a conscious choice. Malay House represents tradition and heritage, which is what I admire about Yushin Kubo's traditional yet contemporary style. It is a graphic reminder of the value of cultural heritage and the role design plays in its evolution and preservation. He emphasizes the importance of critical appreciation, and Salehuddin's work has inspired me to learn more about the cultural and historical contexts that influence design. It prompted me to look beyond the surface and consider the social and historical stories that inform every design decision.

In addition, Salehuddin's use of heritage and lineage in his artwork made me think about the legacy I wish to build for my design career. Considering the depth of cultural heritage depicted in "Malay House'' and the influence of Mono Kubo, I find myself compelled to imagine a future where my work will be part of a design lineage that reflects not only my style, but also my style and deep knowledge of cultural context. In short, the interaction between my creative vision, the influence of Mono Kubo and the resonance with Mohamed Salehuddin's work represents a journey of reflection and cross-cultural learning. Through critical thinking and synthesis, I attempt to weave a meaningful story about communication and experience design through the intricate web of design by combining traditional and contemporary expressions. (436 words)

Compulsory Question 1 : Discuss CTSB mainfesto

This term's critical thinking has been revolutionary in my understanding and communication design. This manifesto connects the complex strands of critical analysis, artistic practice, and the broader range of our academic pursuits, attesting to the evolution and synergy within our group.

Our philosophy is ALWAYS INNOVATIVE, which reflects the values of our group. However, in class we have focused on collecting and organising different design styles, neglecting innovation itself. I wanted our manifesto to be a colourful picture of our process of drawing inspiration from a variety of sources, from traditional design elements to modern digital patterns, highlighting our dedication to challenging the status quo of design thinking. Each creative style should therefore be carefully selected to capture the spirit of our manifesto and bring about an intuitive experience that aligns with the underlying philosophy of our organization. Rather than blindly stacking them. I reflected that in creating our manifesto, we needed to explore the depths of critical thinking and analyse the subtleties of experience, design and communication. This is because the manifesto encapsulates our shared vision for an intellectually stimulating and visually beautiful design landscape, which functions as a beacon of guidance. By doing this, we hope to dispel stereotypes and create an atmosphere conducive to creativity and thought-provoking conversation.

But critical thinking's beauty is in how flexible and dynamic it can be. I have a different manifesto that places more of an emphasis on user-centric design. Although the broad strokes of our goal are captured in our group manifesto, I suggest a more nuanced focus on the end-user experience, which aligns with my area of expertise in design for understanding and communication. If I had the power to affect the group's decision, I would support a smoother integration of digital tools that align with the abilities developed in modules such as Digital Skills. The future of design for experience and communication largely depends on how well-integrated cutting-edge digital technology and conventional design principles work together. With this change, we hope to make our manifesto more applicable in a quickly changing technology environment.

This is because critical thinking is vital both in learning and in future work. The cross-fertilisation of ideas by integrating content from courses such as STUDIO and DIGITAL SKILLS and crossing traditional boundaries of subject knowledge has enhanced my critical awareness of design. In conclusion, our manifesto reflects our learning journey throughout this term, rather than just being a static statement. It intertwines experience, design and communication, and reflects the development of our critical thinking skills. "The Manifesto serves as a guide for us as we traverse this field of knowledge, demonstrating our commitment to advancing the design community and having a significant impact on it. (450 words)

week 5 Analyse Artistic Traditions and Lineages

This week we visited the National Gallery and studied and appreciated the oil paintings of chua mia tee "National Language Class". I learned about the historical evolution of different ways of creating and painting. I believe that these processes are the key elements that make up a genre. For example, from Classicism to Romanticism, from Impressionism to Modernism. The traditions and genres of each era not only reflected the cultural, social and political context of the time, but also shaped the way artists worked and their styles.

A better understanding of artwork from different cultures and periods of history can be gained when visiting artworks from different periods of time in art museums. For example, the Renaissance tradition focuses on perspective and the effects of light and shadow.

During class presentations, I have seen works that interest everyone, and this approach serves as a medium of communication to further discuss art traditions and genres. Through the different perspectives of different people, it stimulated my own thinking and allowed me to look at traditional art making from different perspectives.

This class not only taught me about artistic traditions, but also developed critical thinking and analytical skills. It deepened my understanding of the complex relationship between art and society, culture, and technology. Most importantly, I learned how to apply a critical perspective when appreciating works of art, rather than just accepting them at face value. (233 words)

week 3 Connecting Practice with Society

In this lesson, we worked in groups to make a short video about a social issue. Using a light-hearted and funny way to spread the word to others about issues that need people's attention. I think the way of making short videos can be a better way to understand and deal with the challenges in society.

I found that the social issues mentioned in the video first require people to recognize the seriousness of these issues in their minds. Therefore, after watching the videos of the other groups, I reflected on how my own way of editing and distributing the videos differed from theirs. This means having a critical thinking attitude and understanding the nature of the problem.

And solving these problems often requires teamwork. I'll find innovative solutions by pooling my experience and knowledge when working with others. It will also require building better communication skills to convey my point of view and understand others' perspectives.

It is important to note that it is important to apply the theories of what I have learned to the community. While actions can have far-reaching impacts, they must be based on thoughtful consideration to ensure that our practices are more meaningful. There is also a need for continuous improvement and learning so that we can better understand and respond to the challenges of the problems that exist in society. (227 words)

week 2 Connecting Theory and Practice

In this session, personal identity and social roles were explored in depth in a sequence of getting to know oneself, introducing and getting to know each other in groups of two, and completing a self-portrait. I learned that each person's social identity is intertwined with their practice. It also gave me a deeper understanding of the role art plays in our lives.

Notably, art as a way of expressing ourselves and exploring our inner world can help us understand ourselves better. For example, by drawing self-portraits in class, we express our emotions, thoughts, and experiences while shaping our unique personal identities. This process allowed me to better understand myself.

I recognized a new identity in this process-social identity, and by working with partners, I found this process to be a way to establish myself in the social realm. At the same time, social identity can also influence our art making because it reflects the social environment and culture we live in.

I also reconnected with the theme and meaning of the class. Theory helps us to understand the historical and cultural context of an event, while practice is the process of applying these theories to creative work. The combination of theory and practice creates work with depth and meaning, and is also the clearest and easiest way for strangers to understand the subject matter. (226 words)