ACADEMIC PORTFOLIO REVIEW HARRIET CELESTE FOLLETT LANDSCAPE ARCHITECT SELECTED WORK 09-12

Email hcfollett@hotmail.co.uk Address 56 Burke Road Malvern East Melbounre VIC 3145 Australia Telephone 0431684298

L O N D O N E D I N B U R G H M E L B O U R N E

INSPIRED TO DESIGN DESIGN TO INSPIRE

CONTENTS

01 PROFILE

02 INTRODUCTION 03 WORK EXPERIENCE 2008

04 SUBMISSION PORTFOLIO 2008

05 BA1 PROJECTS 2009 - 2010 Introductory Excercise Design: Space and Graphics Reading the Landscape

06 OPEN CITY 2010 My City Too Ambassodor Young Planners Training Workshop Architecrue Academy

07 BA2 PROJECTS 2010 - 2011 Urban Design and Housing Park Design and Management Detail Design

08 BA3 PROJECTS 2011 - 2012 Landscape Reclamation Ethnobotany EuryModal

09 INTERNATIONAL EXCHANGE 2012

10 ACADEMIC GRADES

11 REFLECTIVE TEXT

01 PROFILE

NameHarriet Celeste Follett

Date of Birth08/05/1991

NationalityBritish Citizen

Interests. Antiques. Art galleries/exibitions. Arts and Crafts. Cooking/Baking. Travelling. Walking

Personal QualitiesComittedConfidentFlexibile and patientInitiative with the ability to work autonomouslyWillingness to follow directionWillingness to learnAbility to work in teamCheerful personality with a sense of responsibility

SkillsArt . Graphite, Ink, Watercolour, Textiles.

Computer Software Programmes (PC and Mac) . AutoCad, Illustrator, InDesign, Microsoft, Photoshop, Sketchup.

Photography .Digital and Film

Personal DescriptionI am constantly influenced and delighted by my journey of life, absorbing and interacting with the landscape. I have had a rich and rewarding life, often surrounded by inspiring natural and built environments with local communities and individuals. Growing up I lived between the City of London and the rural location of Suffolk, followed by invaluable experiences of different countries. Through-out my life I have had a stong passion for art. I am continually inspired by a wide and varied access to art and design sources.

I developed a deep love and appreciation of different art, cultures and landscapes. I believe this influenced my decision to study Landscape Architecture.

In 2009 I began studying towards a BA (Hons)/MSc Integrated Masters in Landscape Architecture at Edinburgh College of Art. My success on the course has enabled me to achieve my desire to integrate an international exchange as part of my degree. At the beginning of 2012 I embraced the chance to move to Australia to continue my degree at the Royal Melbourne Institute of Technol-ogy. To study at both prestigious institutes has been extremely rewarding and provided an invaluable experience.

I hope to gain a strong international qualification and continue my success into my professional career.

I am a motivated, determined and hardworking student with a dy-namic and ambitious future.

01 PROFILE

Education and Qualifications

BA (Hons) Landscape ArchitectureInternational Exchange 2012 Royal Melbourne Institute of Technology, Victoria, Australia

BA (Hons)/MSc Integrated MastersLandscape Architecture 2009-2014Edinburgh College of Art, Edinburgh, UK

A Level 2009Farlingaye High School, Suffolk, UK . Photography A . Sociology B . Philosophy and Ethics B

GCSE 2007Debenham High School, Suffolk, UK . 9 A* - C

Work Experience The Landscape Practice 2008Norwich, Norfolk, UK

. Supported design professionals within the office and on site visits.. Work included site analysis and documentation, material re-search, historical context research, produced presentation docu-ments.. Designed my own solutions to real live projects with assistance of computer aided programmes including Photoshop, InDesign and AutoCAD

Extra Curricular Activities

My City Too Ambassador, Open City 2010Tower Hamlet Representative, London, UK

. Involves site visits, discussing and working with London Coun-cillors to influence decision making in London around the built environment. Present suggestions and projects to the general public, council-lors as well as members of the building industry.

Young Planners, Training Workshop, Open City 2010Three day Summer School for Young Londoners

. Participated in a series of design activities supported by leading practices in the built environment. Present suggestions and projects to the general public, council-lors as well as members of the building industry.

Summer Architecture Academy, Open-City 2010Four Day Summer School for Young Londoners

. Leading site explorations in collaboration with built environ-ment professionals.. Supporting and leading architecture-inspired workshops. Ses-sions included ‘super structures’, ‘eco-designing’ and ‘ultimate urban planning’. . Guided and supported children with their work within the de-sign process.

Student Rep, Edinburgh College of Art 2009-2010. Representated students at organized meetings. Involves communication between staff and students. Worked to raise and solve any issues

02 INTRODUCTION

My portfolio documents, in chronological order, my journey and progress as a student of Landscape Architecture.

Selected projects reflect significant work of development as both a designer and individual. I begin my portfolio reflecting on work experience that confirmed my decision to study Landscape Architecture. I also review my submis-sion portfolio for entry to the BA (Hons) programme serv-ing as the foundation of my degree. The portfolio show-cases projects undertaken in the first three stages of the BA (Hons) programme 2009-2012. I have compilated work as a student studying at both Edinburgh College of Art and the Royal Melbourne Institute of Technology. The portfo-lio extends beyond my degree including extra curricular activities that have guided and inspired my progress. The portfolio demonstrates the different skills and capabilities I have developed as a designer. It further reveals my enthu-siasm and commitment to develop my work.

I conclude my individual portfolio self assessing my devel-opment within a reflective review. The self assesed review refelects upon the overall acheivements obtained from my BA (Hons) programme.

03 WORK EXPERIENCE

The Landscape PracticeNorwich, Norfolk, UK 2008

DescriptionI volunteered to work at a Landscape Practice for a week of my summer holidays. I supported design professionals within the office and on site visits. I was able to contribute to the practice across a range of work. Projects covered included park design, urban design, visual and environ-mental assesment, conservationism and land regenera-tion. I had the opportunity to design my own solutions to real live projects. This was supported through the use of computer software such as Photoshop, InDesign and AutoCAD.

Personal ReviewThis was an invaluable experience that led to a general awareness of the scope and challenges of the profession. The experience confirmed my choice to study Landscape Architecture.

04 SUBMISSION PORTFOLIO

Submission Portfolio 2008

DescriptionA series of work submitted for the application to under-graduate courses in Landscape Architecture. The body of work was conducted in my spare time. The portfolio show-cases a selection of creative explorations investigating my local area. Included are examples of freehand observational sketches and other visual work including photography and models. The portfolio was collated to demonstrate a creative potential, diversity, individuality and initiative qualities.

FeedbackI recieved positive comments that were confident about my potential and abilities as a Landscape Architect. Institutes were very impressed with my level of commitment and self-direction in producing a strong portfolio. I obtained a place-ment at each institue that I presented my portfolio.

Personal responseAt the time I lacked self-confidence with my work. I was concerned that I lacked artistic merit to gain access to the course. I invested time and effort in developing my artistic abilities that proved successful. I was comitted to portray my passion and enthsisam to study Landscape Architec-ture. Upon reflection I believe I successfully demonstrated a range of skills and artistic abilities. My portfolio success-fully captues the essence of a landscape through a range of media skills. The work demonstrates my creative and experimental approach with a range of media. I believe these qualities can be identified within my current work. In review, I think I created a strong and successful portfolio. I think this work signifies that I need to gain self confidence within my work an issue that remains present today.

05 BA 1 PROJECTS

Introductory Excercise 2009Keir Street, Edinburgh, UK

Course ContentA short excercise at the begining of the course to introduce students to Landscape Architecture.

DescriptionThis project was my first piece of work as a Landscape Architect. The aim was to create an attractive structural walkway.

FeedbackA visually bold and interesting structure demonstrating a strong design orientated approach. Great use of visuals and models to communcate design.

Personal ReviewThe visuals demonstrate the photoshop skills I developed through my work experience and photography A Level. I believe these skills served as a foundation for the development of computer software skills. I particularly like the exploration and experimentation of design ideas through model making. I believe this led to a creative and successful outcome. However I beieve the design is unsuccessful in connecting and engaging with the site and context. Overall the project demon-strates a potential as a creative visual designer who is willing to ex-plore and test ideas.

Design: Space and Graphics 2009Plaza De Cabildo, Arcos De la Frontera, Andalucia, SpainCammeo Estate, Midlothian, Edinburgh, UK

Course ContentA studio based module involving a series of short design projects, site visits and critiques accompanied by technical drafting exercises. An in-troduction to the basic principles of the design of external spaces. To communicate the design of external spaces through a range of draw-ing techniques.

Learning OutcomeLO1. analyse and understand the composition of external spaces LO2. represent simple spatial designs through drafting techniques LO3. design simple spaces and sequences of external spaces

Theoretcial TextsChing, F. (1990) Drawing: a creative process. Van Nostrand Reinhold. Cullen, G. (1971) The Concise Townscape. Architectural Press Reekie, R. F. (1995) Reekie’s architectural drawing. London: Edward Arnold.

ConceptMoorish Architecture

DescriptionThe idea was to create a communal square that combined culture and history with contemporary design. Both water and pattern are used due to there symbolic and important reference in Moorish Architecture. I wanted to incoprorate the identity and historical context of the site to create a project that the locals could relate and connect with whilst provinding a sense of ownership.

FeedbackResponse believed the strong featural elements of the design were overpowering and dettracted from the Moorish context of the site.

05 BA 1 PROJECTS

05 BA1 PROJECTS

ConceptNature and Human Development

DescriptionI wanted to design a sculptural construction that would reflect my personal understanding of the site. The struc-ture combined both hard and soft materials that reflected the industrial ambience within the estate. The struc-ture incorporated copper and steel that was designed to change appearance over time. The soft materials con-sisted of climbers that were intended to progressively envelop the strcuture. I wanted to create a continually changing and evolving structure that would present a new exciting experience with each and every visit.

FeedbackResponse were complimentary towards the strong struc-tural element of the design. Emphasis was made towards the need to improve technical drawing abilities.

Personal ReviewBoth designs reflect a positive engagement and under-standing with the context of the site. The designs are striking and bold that are unsympathetic towards the landscape.The graphical communication reflect spatial qualities however the drafting techniques are inaccurate and informal. The designs are positive in indicating a ba-sic understanding of materials

Overall I believe the designs reflect a strong strucutral design approach towards Landscape Architecture.

05 BA1 PROJECTS

Reading the landscape 2010

Course ContentIntroductory lecture and seminars, visual research and docu-mentation in the field. Introduction to the basic principles of physical geography, geomorphology and climatology. Under-standing and interpreting landscapes visually. To undertake a simple piece of field based research in an essay format.

Learning OutcomeLO1. demonstrate an understanding of the basic processes of physical geography, geomorphology and climatology through field observation and analysis LO2. demonstrate an understanding of the evolution of land-scape through field observation and interpretationLO3. undertake a simple research project based on fieldwork

Theoretical TextsClowes , A. (1987) Process & Landform: an outline of con-temporary geomorphology. Oliver and Boyd. Harlow.Schama, S. (1995) Landscape and Memory. Harper Collins, London.John Donald. Smithson, P., Addision, K., Atkinson, K. (2008) Fundamentals of the Physical Environment, Taylor & Francis Ltd Routledge

Essay Title oneThe physical geography, geomorphology and climatology of East Anglia

Essay Title twoHow and to what extent did past socities of east anglia shape and influence the land.

SketchbookField Documentation of Landscapes across the UK

FeedbackMy essays were well researched. Points were made for the need to improve referencing.

“ Sketchbook: Excellent! These are really effective sketches show-ing you really know how to read the landscape.”

Personal ReviewI enjoyed the combination of verbal and visual means to un-derstanding and engaging with a landscape. I believe this has strengthened my documentation of analysis of landscapes. I de-veloped a varied technical knowledge on physical geography. The lectures were invaluable in gaining new knowledge of landscape formations and processes. This has developed a technical under-standing of a variation of environments that has been extrmemly benficial towards. I was stimulated and inspired by the human geography essay. This fuelled my interest between the complex relationshi between the landscape and humans. I particularly en-joyed testing new mediums in visual documentation. I was able to develop and explore my drawing abilities. This was an inavluable experience in developing my style.

The course has provided a new and insightful understanding and documentation process of reading the landscape.

05 BA1 PROJECTS

06 OPEN CITY

My City Too Ambassador, Open City 2010

ContentMy City Too is a London wide campaign, launched in 2007, to enable young people to voice their ideas, aspirations and solutions for the future of London. Forums, peer-to-peer surveys, a major mayoral de-bate and local community engagement projects allow young people to directly influence change. The campaign provides an excellent insight into the built environment, design, planning and model-making.

DecriptionThe role involved site visits, discussing and working with London Councillors to influence decision making in Londonaround the built environment.. This led to presentations of ideas and projects to the general public, councillors and members of the buiding industry.

Young Planners, Training Workshop, Open City 2010

ContentThe Young Planners Programme has trained and supported groups of Young Planners in partnership with youth services and planning de-partments across London. The programme has also developed in-tergenerational and peer-to-peer training workshop formats to allow planning departments, youth services and young people to discuss local regeneration issues ensuring that boroughs are able to develop a youth participation strategy that meets their own objectives and places young people within the process at a local neighbourhood level.

DescriptionI participated in a series of design activities supported by leading practices in the built environment. Activities included site visits, urban design, model making, and planning and strategy. At the end of the three day workshop I presented ideas and designs to the general pub-lic, councillors as well as members of the building industry.

06 OPEN CITY

Summer Architecture Academy, Open City 2010

ContentA series of creative explorations and workshops held to in-vestigate how cities are designed and built. Teams of young people, built environment professionals, architecture students, and Open-City Educators come together to design and model on a super scale, a new urban quarter in the heart of London, testing out life-size structures, model-making techniques and mapping along the way.

DescriptionI was leader to a small group of young people. My duty held responsibilities of leading site explorations in collaboration with built environment professionals. I organised and ledarchitecture-inspired workshops. Sessions included ‘super structures’, ‘eco-designing’ and ‘ultimate urban planning’. My role extended to guiding and supporting children with their work.

Personal ReviewMy involvement with Open City offered an invaluable experi-ence. I gained confidence and leadership skills. I was able to actively listen and engage in debate and discussions. Fur-thermore, the experience fuelled my interest in a new field of landscape architecture concerning the built environment and the local communties. The opportunity offered a means of responding, observing and critiquing the dynamics of urban landscapes. This allowed me to question and critique the rela-tionship between architecture and open spaces. Ultimately this stimulated and encouraged areas for research. I believe the overall experience led to my success in future projects such as the Urban Design and Housing project.

Masterplan 1:500Harriet C Follett BA2

EXISTING PLANTING

NEW PLANTING

PERMEABLE HARD ROAD

GREEN PERMEABLE ROAD

HOUSE & GARDEN

SUDs - SWALE & BASIN

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07 BA2 PROJECTS

Urban Design and Housing 2010Aviemore, Cairngorms National Park, Scotland, UK

Course ContentStudio analysis projects combined with site visits to explore suitable precedents lead on to design projects where design proposals were produced for both Urban Design and Hous-ing layouts following an exploration of alternatives. The course introduces the basic theories and issues involved in both urban design and housing layout.

Learning OutcomesLO1. demonstrate and understanding of the basic principles of urban design. LO2. demonstrate an understanding of the basic principles involved in housing layoutsLO3. design simple housing layouts employing basic princi-ples of urban design.

Theoretical TextsLynch, K. (1960) The Image of the City. MIT Press. Lynch, K. (1984) Good City Form. MIT Press Llewelyn-Davies (2000) Urban Design Compendium. English Partner-ships, London.

ConceptNatural Landscape Pattern/Framework

Project DescriptionMy main focus was to conserve the Natural Heritage of the landscape. I hoped to create a sustainable and inspiring housing development. To achieve an effective and sustain-able outcome in the natural and built environment required an intergrated response. The framework of the development was informed by the existing landscape pattern. Under-standing the importance between the balance of the land-scape and inhabitants formed my design. It was intended that spatial qualities form a relationship between the local residents and the surrounding landscape. The concept uses physical and visual connectivity, continuity and interrelation between spaces.

FeedbackTutor feedback was very positive with the concept of my project. It was believed that this resulted in a strong and coherent design. My hand drawn visuals were positivley re-cieved. However remarks were made on the importance to improve my graphic skills.

Persoanl ReviewI enjoyed discovering a new field in Landscape Architecture. I believe this project begins to reflect my design interests and methodology. The success of the project relies on disci-pline and reasoning as much as creativity. I discovered the importance to follow housing requirements and standards. The main disciplines extend beyond the conceptual, cogni-tive and agonic domain to human factors. The project relies on an organization of space and events. My graphics are successful in communicating my design concept and ideas. However I believe my Master Plan is crude and vulgare.

07 BA2 PROJECTS

Detail Design: structures & materials Festival Theatre, Edinburgh, UK 2011-2012

Course ContentTo introduce basic structural principles and to provide the op-portunity for their application through the creative develop-ment and resolution of a detail design. To enable exploration of a range of materials, commonly used in landscape architec-ture, and to provide the opportunity for appropriate selection through the creative development and resolution of a detail design. To enable development of graphic communication skills and techniques

Learning OutcomesLO1. produce a basic set of working construction drawings with appropriate specification LO2. apply an understanding landscape construction/engineer-ing to the resolution of detail design brief/sLO3. apply knowledge and understanding of landscape con-struction/engineering techniques including drainage and slope stabalization, retainning and free standing walls, water fea-tures, external furniture etc.

Theoretical TextBeazley, E (1990) Design & detail of the space between build-ings Spon. Blanc, A (1996) Landscape construction and detailing. Batsford. Downing, M F (1977) Landscape construction. Spon. Munson,A E (1974) Construction & Design for Landscape Architects. McGraw-Hill. Strom S. & Nathan, K. (1998) Site Engineering for Landscape Architects. Wiley NY.

07 BA2 PROJECTS

Tree Pit Axonometric (Not to Scale)

07 BA2 PROJECTS

Detail Design: landscape constructionFestival Theatre, Edinburgh, UK 2011-2012

Course ContentTo introduce basic principles and practice of landscape con-struction/engineering. To focus attention on the implementa-tion and of design projects through an introduction to profes-sional practice and site visits

Learning OutcomesLO1. apply knowledge and understanding of basic structural principles to the resolution of detail design brief/s LO2. select appropriate hard materials to the resolution of detail design brief/sLO3. communicate knowledge and understanding using ap-propriate and clear graphic techniques

Theoretical TextsDines, N & Brown ,C. (1998) Time-saver standards for land-scape architecture: design and construction data McGraw-HillLandphair, H.C. (1984) Landscape Architecture Construction, Elsevier Lynch,K. (1984) Site Planning 3rd Ed. MIT PressStrom S. & Nathan, K. (1998) Site Engineering for Landsape Architects 3rd. Edition John Wiley & Sons Inc.Untermann, R. (1973) Grade Easy: an introductory course in the priciples and practices of grading and drainage, Land-scape Architecture Foundation

Tree Pit Section (Not to Scale)

07 BA2 PROJECTS

07 BA2 PROJECTS

DescriptionI designed Festival Theatre to incorporate a simple material pallette of two elements: glass and concrete. I focused on three structural elements within my design. A process of material and construction research translated my design ideas into technical drawings.

FeedbackOverall I recieved positive feedback. It was commented that I produced a good set of drawings with precise and accurate detailing. It was noted that my technical drawings lacked clear verbal communcication.

Personal ReviewI particularly enjoyed these modules. I invested a lot of time learning AutoCad and developing my computer software skills. I believe I was awarded for my time and effort invested in learning computer software skills in AutoCad. I think I cre-ated a strong set of well constructed technical drawings that demonstrate my understnading of materials and construction techniques.I think the legend reveals the detail of research into materials. Further, I developed an ability to research technical knowledge and apply that to practical design solutions. I believe I gained an important insight within the process from design into construction. I think the legend demonstrates a high level of research and investigation of research into materials. Re-viewing the work I can appreciate the tutor feeback. I beleive the legend could be clearer to understand with the use of swatches. Further the technical drawngs could be ehanced with the inclusion of a material palette.

Overall I believe these modules have been essential towards my development of graphic communication and research skills. The skills that I developed have aided and supported future projects.

Park Design and ManagementSaughton Park, Edinburgh, UK 2011

Course ContentA design problem set in the wider context of an urban park requiring the resolution of a complex and detailed brief.

Learning OutcomesLO1. create a spatial frame work appropriate in scale to a park’s functions LO2. demonstrate an understanding of landscape management, ecology and programme in the context of a parkL03. resolve creatively the different requirements of varied user groups

Theoretical TextsAlexander, C. (1977) A Pattern Language: towns, buildings, con-struction. Oxford University. CABE Space (2004) Green Space Strategies: a good practice guide. CABE Space, London. Tate, A. (2001) Great City Parks. Spon Press, New York. Rutledge, A. J. (1971) Anatomy of a Park: the essentials of recrea-tion area planning and design. McGraw-Hill.

07 BA2 PROJECTS

ConceptProductivity

Project DescriptionThe principle of the park was based on the tri-partite framework - the environment, economy and community. The park was to be productive in these three aspects that contribute to sustaiable de-velopment. The aim was to create a public park that encouraged community interaction and engagement. The park was function across a local, district and regional scale.

Feedback“An excellent project with a strong concept and well-considered design. Some of your visuals are very charming . Extensive re-search has enabled a wonderful balance between both functional and aesthic spaces. I look forward to teaching you in the future”

Personal ReviewIn response to previous feedback I focused on improving my visu-als and graphical communiation. I invested my time in develop-ing my skills in Photoshop and Illustrator. I believe this created a positive outcome. My sections and visuals are effected in com-municating both information and ambience. This project begins to explore a more conceptual approach. The work demonstrates a more creative and playful style that lends itself to an indidual quality.

This was my first project whereby I considerd maintenance and management. I enjoyed this aspect of the module as it gave a sense of a real liife project. Furthermore I enjoyed balancing a creative design that was also a viable solution.

I also combined my research skills from detail design to exten-sively reseach both hard and soft materials.

Overall I am extremely pleased with the outcome of this project. I beleive this project reflects my values and philosphy as a Land-scape Architect.

07 BA2 PROJECTS

ElectiveEthnobotany, Royal Botanic Gardens Edinburgh, UK 2011

Course ContentThis module is designed to provide students with an apprecia-tion and understanding of ethnobotany. Students will learn how plants are critical to the lives of people and society.

Learning OutcomeL01. demonstrate an understanding of the relationship between plants and people. LO2. demonstrate an understanding of the sustainable use of plant resources and their conservation.LO3. demonstrate an understanding of the use of laboratory techniques to evaluate plant material for potential utilisation.

Theoretical TextsCampbell-Culver, M (2001) Origin of Plants: the people & the plants that have shaped Britain. Headline, London. Robinette, G O (1972) Plants, people & environmental quality. Dept. of Interior. Rackham, O (1976) Trees & woodland in the British landscape. Dent. Rackham, O (2003) Ancient woodland: its history, vegetation & uses in England. Castlepoint. Tuxill, J & Nabhan, J & Paul, G (2001) People, Plants, & Protected Areas: a guide to in situ management. Earthscan, London.

08 BA3 PROJECTS

The  Role  of  Plants  Against  Cancer    

Ethnobotany  2011      

                                 There’s  a  reason  why  they  say  an  apple  a  day  keeps  the  

doctor  away!      By  

Anna  .W.  Harriet  .F.  Magali  .T.  Olivia.  C.  

The  role  of  Antioxidants  against  Cancer  

What  are  Antioxidants  and  what  role  do  they  have  against  cancer?  

Antioxidants  are  phytochemicals,  vitamins  and  other  nutrients  that  protect  our  cells  from  the  

damage  caused  by  unstable  molecules  known  as  free  radicals  that  are  associated  with  cancer.  

They  have  proven  to  slow  and  in  some  cases  prevent  the  development  of  cancer.  Antioxidants  are  

able  to  neutralize  and  stabilize  free  radicals  as  the  natural  by-­‐product  of  normal  cell  processes.  In  

other  words  antioxidants  act  as  chemopreventive  agents  that  inhibit  the  formation  of  cancer  

cells.  Where  Can  I  Find  Antioxidants?  

Antioxidants  are  found  naturally  in  fruits  and  vegetables  but  also  in  culinary  and  medicinal  

herbs.  The  following  are  forms  of  Antioxidants  that  prevent  cell  damage  from  free  radicals  that  

help  protect  and  treat  against  cancer:    

Vitamin  A  –  does  not  occur  in  plant  sources  

however  many  plants  that  contain  carotenoids  can  

be  converted  by  our  bodies  into  the  vitamin.  Vitamin  

A  is  necessary  for  normal  cell  growth  and  

development.  Although  the  mechanisms  by  which  

vitamin  A  promotes  cell  growth  and  development  

are  not  yet  fully  understood,  it  is  known  that  retinoic  

acid  is  necessary  for  the  synthesis  of  many  

glycoproteins,  which  control  cellular  adhesion  (the  

ability  of  cells  to  attach  to  one  another),  cell  growth  

and  cell  differentiation.    

Plant  Based  Food  Sources:  

Carrot,  Spinach,  Kale,  Swiss  chard,  Bell  Peppers  and  

other  food  sources  

 

 

Vitamin  C  –  Absorbic  acid.  Serves  a  predominately  

protective  role  in  the  body  by  functioning  as  an  antioxidant  

and  preventing  oxygen-­‐based  damage  to  our  cells.  It  is  also  

critical  during  the  first  phase  of  the  body's  detoxification  

process.  

Plant  Based  Food  Sources:  

Parsley,  Broccoli,  Bell  Pepper,  Strawberries,  Oranges,  Lemon  

Juice  

Group Project The Role of Plants Against Cancer

Individual Project The cultivation and collection of herbal medicine during the Second World War

Project DescriptionAs part of group work I created and presentated a document explor-ing the role of plant based foods in accordance to human health. The document comprised of plants that prevent cancer, anti-cancer diet and recipes. The presentation also included a anti-cancer chocolate and bettoot cake.

For my individual project I produced a research report based on an interview I conducted. The research paper. In response to my infor-mation recorded from my interview, I further explored the uses of the herbal plant Borage to investigate. The research included the Culinary, environmental, traditional and modern medicinal uses of the plant.

Feedback Note: Yet to recieve feedback

Personal ReviewI really enjoyed developing my interest and knowledge of the diverse relationships between plant, people and culture.The course encouraged me to develop a more hands on approach to research. Conducting an interview was extrmely rewarding and revealed new research techniques. I believe this can be a useful tool as a method in the future. I have developed an interest between paleoethnobotany and the srise of agriculture. The course has in-spired and stimulated further research into stainable agriculture systems. I believe this has influenced a potential focal subject for my final dissertation project.

INTRODUCING BORAGE by Elisabeth W. MorssBorage, blooming pink and blue,

Knights of old relied on you,Blossoms in a stirrup-cup,

Kept their fighting spirit up.Leaves grown near the battlefieldHelp the wounded to be healed,

And in castle kitchen, too,There was borage-work to do,

Still your gifts with us you share,Seeding, springing, with a flair.

Can you guess how much you pleaseMe, the butterflies and bees.

(Morss, 1971)

Morss, E.W. (1971) Herbs of a Rhyming Gardener. USA, Branden Press Inc.

08 BA3 PROJECTS

Design: landscape reclamation 2011Valleyfield Ash Lagoons, Fife, Scotland, UK

Course ContentA comprehensive design project starting with analysis & strategic thinking through to master-planning and detailed site design. Pro-posals originate from a sound understanding of technical issues and involve the potential of landscape engineering to overcome site constraints. The course offers an introduction to the technical engineering problems of land reclamation as well as master-plan-ning and programmatic design.

Learning OutcomesLO1. demonstrate through the process of design a basic under-standing of ecosystem restoration, using the principles of land-scape engineering. LO2. demonstrate through the design process a knowledge of a range of technical issues associated with derelict land.LO3. develop a creative resolution through design at a range of scales and strategically over time.

Theoretical TextsKirkwood, N (2001) Manufactured Site: rethinking the post-indus-trial landscape. Gilbert, O. L. & Anderson, P (1998) Habitat Creation and Repair. Oxford University Press.Merritt, A. (1994) Wetlands, Industry & Wildlife: a manual of prin-ciples & practice. Wildfowl & Wetlands Trust, Gloucester.

08 BA3 PROJECTS

ConceptStructural Motion

DescriptionMy vision for Valleyfield was to create a leading project in the field of bird conservation and observation. I had a strong de-sire to combine and balance conservation and design. My aim was to enable Fife to expand its existing international conser-vation value for bird populations. I wanted to create a new exemplary reclamation development that employed new land-scape enginneering technologies. The design of ‘Destination Bird’ implements structural features in the form of landscape formations and structures that replicate structural motions of birds. This ultimatley informs the movement infrastructure of the site taking visitors on a journey through the landscape. The design of the project supported sustainable development.

FeedbackTutors were very impressed with the approach and content of my work. It was noted that I had a produced a large work load. It was suggested that I begin to edit my work and con-struct a seperate presentation portfolio alongside my presen-tation sheets. Comments concluded that I should be extreme-ly happy with the outcome of my project and should continue having fun with my creative approach. Tutors were excited about my future work.

Personal ReviewInitially I was very daunted by the consraints and complex-ity of the site. I learnt the importance of extensive research and analysis that guided me through a challenging project. I believe a part of the success of the design relies on the organization of space and events. I really enjoyed continuing my development of a conceptual and creative approach. This has enabled me to strengthen my individualtiy. Overall I am extremely satisfied with the level of work. To date I believe this has been my most successful and rewarding project.

08 BA3 PROJECTS

Landscape Architecture Design Research Studio 5 2012Eurymodal - Studio ExercisePort Melbourne, Melbourne, Victoria, Australia

Course ContentThis course includes a work integrated learning experience where knowledge and skills will be applied and assessed in a real or simu-lated workplace context. The project will develop design proposals within a scenario-based, simulated design practice environment. This studio looks towards simple low-cost technologies, mobile and emer-gency architectures as well as planning for future proofing. Scenarios will be tested on site with 1:1 interventions as well as through digital scenario mapping and animation.

Learning Outcome.exploring a range of design processes.exploring research methodologies.challenging normative practice through design.generating creative outcomes to Landscape Architecture projects

Theoretical TextsArchitecture for Humanity. 2006, Design Like You Give a Damn; Me-tropolis BooksBeatlet,T. Boyer, H. & Newman, P. Resilient Cities: Responding to Peak Oil and Climate Change; Island PressHoete, A. 2004, ROAM: A Reader in the Aesthetics of Mobility; Black DogHolmgren, D. (2009) Future Scenarios: How communities Can Adapt to Peak Oil and Cliamte Change; Chelsea Green Publishing

07 BA3 PROJECTS

07 BA3 PROJECTS

ConceptUpheaval

DescriptionMy inspiration for my installation drew upon the context of the site, Port Melbourne. I particularly found Princes Pier compelling. The pier itself demonstrates a time and space scale model re-flecting forces of change and scenarios in Port Melbourne. Re-cycling a plastic cup found on site, I reconstructed the Pier. The purpose of my installation was to explore the affects of water level changes in a series of structures over space. The struc-ture of the installation forms a chart mapping the dynamics of the existing natural forces of change on the site. I continued to explore the notion of water as a force of change. By interven-ing, I created instances of artificial forces of rapid change with water levels. The intervention explored forces of change in connection with time. My installation also encountered another notion of rapid change. The intervention of a seagull caused an unpredicted force of change and destruction. This created an evident imprint or in other words ‘wound’ on the form and space of my installation. Documenting my installation revealed how the space in a landscape can portray the dynamic changes of a site through time.

FeedbackNote: Yet to recieve

Personel ReviewI found this small exercise both an enjoyable and alternative approach to understanding the context of a site. I found the concept of on site installation extremely beneficial in under-standing the rapid changes of the site. I believe my installation investigation will continue to a site-specific design that will be able to respond to these forces of rapid change. The exercise has encouraged me to be more experimental and constructive in my exploration of ideas.

09 INTERNATIONAL EXCHANGE

A Journey of Discovery 2012Melbourne, Victoria, Australia

DescriptionMy international echange at RMIT, Australia, has offered the op-portunity to discover the city of Melbourne. During my time I have attended a number of conferences and seminars including ‘Are Melbourne’s Growth Areas Sustainable’ and ‘Australia: Fully Renew-able In Ten Years’. This has enababled me to engage with the local council and discuss some of the issues facing 21st century Australia. I have spent much time exploring the city and have taken a particu-lar interest in the dynamics of the city. I have also spent much time time observing and studying the rch native fauna and flora.

Personal ReviewI have enjoyed experiencing a new and exciting environment. Melbourne has provided inspiration and stimulation for research and design opportunities. I believe this has provided an invaluable insight into Australian culture and values. Further I have gained an undertanding and appreciation of global complexities that face land-scape architects. My overall experience has fuelled my concern and interest towards sustainable design.

10 ACADEMIC GRADES

Design: Space and Function20 CreditsDesign: Space and Graphics20 CreditsDesign: Space and Planning20 CreditsEcology and Plant Materials 110 CreditsLandscape History10 CreditsReading the Landscape20 CreditsSpatial Exploration and Representation20 Credits

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BA1 Level 7 2009-2010

Academic Grades 2009-2011

Reviewing and comparing my grades over first and second year reveal my achievements and progress as a Landscape Architect. I felt disap-pointed with my first year grades and aimed in improving my grades for second year. I believe my grades reflect my ambition and deter-mination to improve and develop new skills and abilities. I am yet to complete and receive my academic grades for my BA3 Level 9 2011-2012. However I hope to continue receiving rewarding grades for my work.

10 ACADEMIC GRADES

Computer Aided Design10 CreditsLandscape Planning and Ecology20 CreditsDetail Design: Landscape Construction10 CreditsDetail Design: Structures and Materials10 CreditsHorticulture and Plant Materials 2 20 CreditsLandscape Theory10 CreditsPark Design and Management20 CreditsUrban Design and Housing20 Credits

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BA2 Level 8 2010 - 2011

Inspired to Design, Design to Inspire

Throughout my life I have alternated between living in London and Suffolk. This has been supported with invaluable experiences with different countries. My background has enabled me to have a rich and rewarding lifestyle, often surrounded by inspiring natural and built environments with local communities and individuals. This diverse and multicultural background has informed an inter-est in the complex connection between social and environmental factors. This has fuelled a desire to balance and harmonize the relationship between the two factors whilst capturing the essence of a landscape identity. I believe this background influenced my decision to study Landscape Architecture and have informed my design methodology.

The multifaceted discipline of Landscape Architecture instantly captivated me. I had ambitions to continue my previous studies and interest in social science and art and design whilst develop-ing my passion with the environment. The subject offered an ideal cohesion between art, science, nature and culture. I discovered Landscape Architecture was an accessible subject that would genuinely interest and challenge me in equal measure.

To study at Edinburgh College of Art was a coherent decision. I was instantly enthralled by one of Europe’s finest cities. A desire to embrace change and discover a new environment greatly ap-pealed to me. The creative vitality of the Art College provided an exciting, stimulating and challenging environment that would nur-ture my growth as a creative individual. The studio-based tutoring values a freedom of expression and imagination. This sense of freedom has guided personal creativity and experimentation. This has enabled me to develop and discover my identity and approach to Landscape Architecture. I have been allowed to define and pur-sue my own interest as well as to challenge and analyze my own work. Furthermore it has enabled me to focus my development progress towards personal pursuits.

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I have focused to improve my ability to communicate ideas and de-signs in a professional manner. Due to my Dyslexia I have always found it difficult to articulate ideas and information both verbally and in writing. Regular presentations and essay writing has improved my communication abilities. Gaining a richer level of communication has rewarded my commitment. I wish to continue my progress and practice these skills to attain an acquired level of professionalism.

My work has consistently relied on bold visual statements to trans-late design ideas and concepts. At the beginning of the program my graphic style and abilities were informal and crude. I have continually focused on improving my graphical skills. The emphasis to develop computer software graphics was encouraged by tutor feedback in sec-ond year of the program. This was in response from the Urban Design and Housing and Detail Design courses. Exploring a range of visual methodology developed skills within digital and artistic visual vocabu-lary. I regard significant improvements towards a refined and sym-pathetic approach. I believe this transformation reflects my changing approach and understanding towards design.

This progress has been supported by an increasing willingness to experiment and to make mistakes. This has enabled me to explore my design language and identity. As a result I have ac-quired a more conceptual, creative style and approach in terms of creative design solutions and communication. My visual and creative approach has refined in response to exploring a variety of methods, techniques and media. This has developed a style that combines visual dialogues between art and digital media. Experimenting provides a critical evolutionary point in the de-sign process that convey the essence of the project as important visual anchors, that supports the initial design concept through-out the project. This approach creates dynamism for processing ideas, spaces and forms. The mixed media generates an energy that stimulates the design process. I find this both enjoyable and creatively liberating. I believe this has developed an honest and expressive approach towards my designs. I am rewarded with results of a pleasurable and economic way of working. This ap-proach has reached a definitive and consistent level within my work. I wish to further explore and expand my individual creativ-ity and artistic ability with a range of media.

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Design problems and contexts have increasingly become more complex. This has enabled me to mature as a designer, devel-oping and forming new skills and knowledge. I have continu-ally developed an ability to engage with the dynamics of each individual site. A rigorous process of investigation and analysis, driven by observation and research is supported by emotional connection. This process initiated from the program course Reading the Landscape undertaken in first year. I have fostered a balance between a rational approach and genuine emotional commitment. This is essential in order to question and refine creative solutions that are site specific and resolve to create dynamic ephemeral spaces. Increasingly each project is site-specific and uniquely characterized by the location. I believe this creates a wonderful diversity and individuality to my work form-ing a sympathetic and conscious design approach. I consider this approach progressed my design projects over the course of the program. This is reflected in my improvements within my design project grades over first and second year.

Program courses at the Royal Botanical Garden of Edinburgh initiated my knowledge and interest with botany, ecology and plant materials. A previous lack of knowledge transformed into a fascination and enchantment with botanical and biological events, and comprehension and appreciation of the mechanisms within the environment. To continue my interest and develop-ment I studied Ethnobotany as an elective. This encouraged my personal pursuit to explore the relations that exist between botany and humans. My botanical studies have developed an ability to observe and understand the organizational complex-ity of nature as well as to decipher relations between humans. The knowledge and understanding obtained has increasingly engaged with the design process as a guide for creative forces. This has formed a varied ecological palette that is explored and supplemented within graphical content. The information trans-lated increases the communicative powers of the graphics.

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As a proactive student I hope to extend my passion and interest in Landscape Architecture beyond my degree. I have volunteered in a number of programs organized and led by Open City. The archi-tecture education charity is committed to raising the standard of London’s built environment. The programs provided an opportu-nity to gain an insight and develop an interest into the formation and implications of the built environment. I was able to engage in debates about how we should manage our landscape and improve public and private spaces for the future. The opportunity offered a means of responding, observing and critiquing the dynamics of urban landscapes. This allowed me to question and critique the relationship between architecture and open spaces. Ultimately this stimulated and encouraged opportunities for research and inspira-tion. This proved particularly beneficial and inspirational towards my Urban Design and Housing project undertaken in second year. I developed an ability and capacity to work collaboratively with communities and other professionals who deal with the built environment or human services. Furthermore my involvement with The Summer Education Charity developed my confidence and leadership and revealed the positive aspects of teaching. The experience was extremely rewarding and broadened my horizon in possible future career choices. I seek to continue an involvement with volunteer programs and the opportunity to work with local communities.

I enjoy reading widely across a broad spectrum of art, archi-tecture, design and theory. Through personal investigation and self-directed readings I have established a critical understanding between theories, principles and techniques and practice. I have developed an ability to critically define, compare and analyze complex concepts, problems and issues addressed by aspects of practice. I realize the importance between theory and practice and seek theoretical texts for guidance and inspiration. This rec-ognition is revealed in my work through demonstrating original-ity and creativity in dealing with issues and data. For example readings of Ecology, Community and Delight by Ian H.Thompson has supported my methodology and led to rich and rewarding projects. The volume explores the social, environmental and aesthetic values and motivations for designers and presents a tri-partite framework. Furthermore I have particularly enjoyed reading the Poetics of space by French philosopher Gaston Bachelard who lyrically explores how our perceptions of space shape our thoughts, memories and dreams.

My studies are further enriched by visits from showcases of graduating exhibitions across a broad spectrum of subjects. I have found it beneficial to review and critique both student and professional work. I connote this has developed my critical awareness and a source of inspiration.

As a part of my degree I was awarded the exciting opportunity to undertake an international exchange. From 2012 I have contin-ued to study my undergraduate degree at the Royal Melbourne Institute of Technology in Australia. I have successfully achieved an ambition to integrate an international dimension to my degree. The city of Melbourne has offered stimulation and opportunities for research and design inspiration. I have enjoyed the diversity and fresh perspectives of discovering a new environment. The experience has broadened my studies and potential to learn and develop. I have been able to facilitate my personal pursuit to develop an engagement and awareness towards global issues and concerns. Additionally the opportunity has enabled me to flour-ish as an individual and strengthen my character. I have become more independent and self-reliant that has enabled me to become more self-confident with my work.

Responding to recent tutor feedback I currently wish to focus my development towards editorial skills. I strive to edit and collate work. These skills will strengthen my work by translating informa-tion and designs into a polished and professional presentation. I have focused developing these skills during the program course Academic Portfolio Review. My portfolio aims to create a clear, concise and competent compilation of selected work. Through the construction of a portfolio, I have learnt new computer soft-ware programs such as InDesign. This has given me the ability to explore the challenging discipline of editing and formatting work. I hope these skills influence my design portfolio that will obtain professional practice.

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My continual development process documents an intellectual jour-ney that has formed an extremely personal vocabulary. Inspired to design, design to inspire. Environments predominantly inspire me. The environment is an integrated system that within which humans must establish themselves in a balanced relation to the forces of nature. My aim is to inspire, support and grow sustain-able lifestyles through designing interactive green spaces. I seek to create innovative, ecological design that produces sustainable and functional landscapes with distinct contemporary character. My philosophy ensures projects work with and never against na-ture. This concept encourages tactile approaches to environmen-tally sound design practice. I am committed to plan, design and manage spaces that are sustainable, aesthetic and functional. I believe as Landscape Architects we can lead via example. Design offers an exemplary tool that inspires sustainability.

As I develop as a landscape Architect my personal manifesto becomes increasingly predominant and profound within my work. Furthermore my portfolio reflects the diversity of skills and knowl-edge gained from my undergraduate degree and extra curricular activities. My personal and professional development has pre-pared me to undertake a period of mentored experience while working in a professional practice. I wish to continue my interna-tional experience by gaining a professional placement in Australia. I look forward to contributing my skills and abilities as a part of a contemporary design team. Professional practice will offer an overview and develop my knowledge, and understanding of how practices operate in the professional context. As an individual I wish to progress from my previous learning and experience and gain new skills. I believe my current and future development will enable me to successfully achieve my desire to embark a Euro-pean Masters Degree in Landscape Architecture.

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On a personal reflection I have grown into a young independent adult. My self-confidence has flourished and I have developed into an energetic and lateral thinker. I have achieved personal achievements that have prepared me for my life ambitions. Ultimately my personal development has had a residing impact on my development and future as a Landscape Architect.

I wish to begin my international professional career by gain-ing a strong university qualification. My developing skills and knowledge will enable me to build a reputable portfolio to explore a wide range of career options. I hold an ambitious and optimistic view for my future as a Landscape Architect. I aim to have a rewarding and successful career. I consider that I have a strong drive and determination to achieve this future.

Thank YouI appreciate you spending the time to look through my portfolio review.

I hope you enjoyed my work as much as I have!