Common Module - AY25.26 WOII

joe mama

[aimanhdyt]

WOII // Summary

Taking the World of Ideas and Imagination (WOII) module has been a very eye-opening experience for me. At the start, I thought the module would just be about looking at old paintings, but I quickly realised it was much more than that. It changed the way I see art and design in my daily life.

I learned about concepts like phenomenology and aesthetics, which helped me trust my own feelings and reactions when looking at art. Instead of just thinking something looks nice, I started to ask myself why I feel that way. One of my favourite experiences was learning about semiotics during our field trip to New Bahru. It made me realise that everything around us, like signs, buildings, and even small details, can carry meaning and send messages.

The second half of the module, which focused on cultural materialism and postmodernism was more challenging for me. However, it helped me understand how art is connected to society, culture and even politics. It also made me reflect on myself and what kind of designer I want to become in the future.

Keeping a Tumblr journal also helped me slow down and think more deeply. Overall, this module helped me become more thoughtful and independent.

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WOII: WK 12 // Art Ecosystems

Working together with my classmates this semester helped me better understand what it means to be part of an art ecosystem as a future designer. I realised that design is not something you do alone all the time. It often involves working with others, sharing ideas, and learning how to communicate clearly. At first, I was more used to working independently, but through group projects, I learned how important collaboration is in the creative process.

By working with my classmates, I was able to see different perspectives and approaches to design. Everyone has their own style and way of thinking, and this helped me expand my own ideas. Sometimes, I had to adjust my designs based on feedback, which was challenging, but it taught me to be more open-minded. I also learned how to give feedback to others in a helpful and respectful way.

This experience showed me that being a designer is not just about having good skills, but also about working well with people. Communication, teamwork, and understanding others are just as important as creativity. There were moments where we disagreed or had different opinions, but working through those situations helped me grow and become more confident.

Overall, working with my classmates helped me understand that design is a shared process. As a future designer, I know that I will need to collaborate with others, and this experience has prepared me for that. It taught me to be more flexible, patient, and open to new ideas. word count (243)

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WOII: WK 11 // Postmodernism

Working on this poster helped me understand postmodernism in a more personal and practical way. Postmodernism is about breaking the usual design rules and trying new ideas, and I applied this in my poster. I used bold and mixed fonts with different sizes to make the layout look eye-catching and a bit messy on purpose. Instead of making everything neat and organised, I layered and slightly broke the text and images to create movement and make the design feel more alive and engaging for the audience.

I also explored the idea of mixing different styles. I combined traditional tea elements with a more modern and energetic design. This shows both the cultural side of Teh-botol and how it can still connect with younger people today. Another thing I did was slightly stretch the bottle and some of the text. This was to make the drink look stronger and more intense, helping the message stand out more clearly and attract more attention from viewers.

Through this project, I realised that postmodernism is not just about making things look different or random. It is about expressing ideas in a creative and meaningful way. Since I designed the poster on my own, it also pushed me to think more carefully about every design choice I made. Overall, this experience helped me feel more confident in experimenting and not being afraid to try new design styles in future projects. word count - 250

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WOII // WK4&5 / Design analysis & Field trip

During Week 4, I learned how to analyse a work of design by looking beyond its appearance and understanding its purpose, context, and visual elements. This helped prepare me for the Week 5 field trip, where I observed real design applications in public spaces. For my analysis, I chose two storefront designs that stood out to me because of their strong visual identity and use of display.

The first storefront, a coffee shop entrance, uses bold graphic elements and playful illustrations on the glass facade. The use of simple shapes, bright colours, and typography creates a welcoming and friendly atmosphere. I noticed how transparency and layering were used to blend interior and exterior spaces, which invites curiosity and encourages people to look inside. The design feels contemporary and approachable, showing how branding and environmental graphics work together to shape customer experience.

The second storefront, a clothing boutique, presents a contrasting design approach. It uses warm wooden textures, soft lighting, and curated window displays to create a more elegant and intimate atmosphere. The mannequins and arrangement of clothing act as visual storytelling, allowing passersby to imagine the lifestyle associated with the brand. The use of framing and symmetry also guides the viewer’s attention and highlights key products.

Through this exercise, I realised that design analysis requires careful observation and interpretation of both visual and emotional aspects. Initially, I focused only on aesthetics, but I learned to consider function, audience, and context as well. The field trip helped me connect classroom theory with real-world design, making the learning experience more engaging and meaningful. Overall, this activity improved my ability to critically observe and understand how design communicates within everyday environments.

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WOII // Reflection Writing Week 02 / Aesthetics

To me, aesthetic is not just about something looking “nice,” but about how it feels and how it communicates an idea visually. Through creating this poster, I learned that aesthetic is about the combination of colours, layout, typography, and imagery working together to create a strong impression. In my design, I used a bold heatmap colour style with strong reds, oranges, and blues. These colours are intense and eye-catching, which makes the poster feel energetic and powerful. I find this aesthetic effective because it immediately grabs attention and clearly connects to the idea of “heat.”

The typography also plays a big role in the aesthetic. I used large, bold fonts with repetition, such as the word “HEAT,” to create emphasis and rhythm. The layout is slightly chaotic and layered, but this makes the design more dynamic instead of boring. I realised that aesthetic does not always mean clean and minimal—it can also be loud, experimental, and expressive.

While working on this poster, I experimented with different colour combinations and placements before deciding on the final design. It was challenging at first to balance everything without making it look too messy, but this process helped me understand how to control visual elements better. I also learned how contrast and composition can affect how people see and feel about a design.

Overall, this project helped me understand that aesthetic is about creating a visual experience. It is not just about decoration, but about making sure every element works together to communicate a clear mood and message.

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WOII // Reflection Writing Week 01 / Phenomenology

Learning about phenomenology helped me understand how personal experience shapes the way we see and interpret design. From what I understand, phenomenology focuses on how people experience things through their senses, emotions, and memories rather than only looking at objects objectively. This made me reflect on how design is not just about visual appearance but also about the feelings and meanings it creates for different viewers. I realised that two people can look at the same design but have completely different experiences based on their background and personal memories.

At first, I found phenomenology quite difficult to understand because it felt abstract and philosophical. However, through examples and discussions, I began to connect the concept to my own design practice. I started paying more attention to how textures, colours, and compositions can evoke certain moods or memories. This helped me see design as an experience rather than just a visual outcome.

Overall, this topic encouraged me to be more empathetic as a designer by considering how audiences might feel and interpret my work. Although I am still trying to fully grasp the concept, phenomenology has helped me appreciate the emotional and experiential side of design, which I believe will improve my approach in future projects. - word count (220)

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CTS A // Connecting to your learning and professional journey

Throughout my experience in the Critical Thinking Skills A (CTS A) module, I’ve started to understand myself better as both a learner and a designer. The module didn’t just teach me theories—it made me reflect on how I think, how I solve problems, and how I approach ideas. CTS A trained me to slow down, analyse situations more carefully, and consider different possibilities instead of jumping to the first solution. It also pushed me to question my own assumptions and look at challenges from new angles. These skills have helped me grow as a designer because they allow me to create work that is more thoughtful, meaningful, and purposeful.

Looking ahead, there are many types of collaborative projects I would love to be part of. I’m especially interested in working with local brands that are still growing and trying to make a name for themselves. I feel that collaborating with homegrown creators would allow me to contribute to something real and genuine. At the same time, I also dream of collaborating with brands I look up to, like Supreme, Carhartt, and Nike. These brands influence my style and inspire me, so getting the chance to work with them one day would be a huge step in my creative journey.

For my Final Year Project, I want to try creating my own small brand. I imagine designing posters, visuals, and maybe even making a short video that I can rotoscope for a unique style. Another idea I have is designing my own skateboard deck and displaying it for my FYP, combining two things I enjoy—skateboarding and design.

I would love to work with PAssionArts Singapore, which has contributed so much to the community through arts festivals and events like PAssionArts Festival, Lights by the Lake, and Singapore Art Week. I also hope to give back to the community through my creative work. Groups like PAssionArts Singapore inspire me because of the way they bring people together through art and events. I would love to design posters, contribute ideas, or capture moments through photography for events like Racial Harmony Day or National Day.

Ultimately, CTS A has helped me build skills that will support my career goals. As someone who hopes to become a trusted graphic designer in Singapore, skills like problem-solving, digital awareness, and emotional intelligence are important. CTS A motivates me to keep growing as a young designer.

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CTS A // "Connect CTS A to all your other modules"

When I look back at all the modules I’ve taken so far, I can see how each one plays a part in my growth as both a learner and a designer. Every module teaches something different, but together they shape the way I think, create, and understand myself.

Craft and Workshop is the module where I feel myself learning something new every class. It pushes my creativity in unexpected ways and always makes me excited to try new things. I’ve noticed that it builds my confidence in making things with my hands and makes me feel more like a real designer. Even when a piece doesn’t turn out the way I imagined, I don’t panic anymore. Instead, I use what I learned in CTS—reflecting, analysing, and problem solving—to understand what went wrong and how I can improve. This mindset has helped me grow not just as a student, but as a designer who enjoys experimenting and discovering new ideas.

Digital Skills is a very different challenge. Photoshop and Illustrator can be confusing, and there are times when I genuinely feel lost. But that’s where CTS helps again—breaking things into smaller steps, staying patient, and not giving up too quickly. With support from my classmates and lecturer, I usually manage to understand the tools by the end of the lesson. Even though it’s tough, I know these skills are essential for my future, so learning them now feels meaningful and necessary.

Photography is one of the modules that changed how I see the world. I started noticing angles, lighting, emotions, and little details I never paid attention to before. It expanded my creativity and helped me express my ideas visually. It’s honestly one of my favourite classes. Using CTS, I can analyse my photos, understand what works, and think about how to improve my storytelling.

Lastly, Studio brings everything together. It applies what we learned from all the other modules into real design tasks. It challenges me to think critically, plan better, and justify my design decisions. I enjoy this module because it feels like the place where everything connects.

Overall, each module helps me grow step by step into the designer I want to become.

Word count (334 words)

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CTS A / Discuss the seven weekly topics

In the Critical Thinking Skills (CTS) module, I gained a clearer understanding of myself as a learner and designer. In CTS A, we started by creating a mind map focused on analysis, problem solving, creativity, and decision making. This helped me realise the importance of exploring ideas more deeply instead of settling for the first solution. It encouraged me to think carefully, consider different perspectives, and make better design choices. Although I sometimes overthink and doubt my ideas, this topic taught me to approach problems more thoughtfully.

The second topic, Emotional Intelligence, taught me about self-awareness, understanding others, and supporting people around me. I learned how much emotions affect my creativity and teamwork. Being aware of my own feelings and recognising others’ emotions helps me collaborate more smoothly. Even though applying emotional intelligence consistently is challenging, it is a skill that makes me a more considerate and effective designer.

Digital Media was another useful topic. It strengthened my skills in digital communication, research, collaboration, and using online tools responsibly. This is important for me as a designer because technology keeps changing, and staying updated can feel overwhelming. Still, this topic helped me become more confident and capable when working with digital platforms.

Growth Mindset taught me that mistakes are part of learning and that improvement comes with effort and feedback. This mindset encouraged me to take risks, experiment, and not fear failure. Although it can still be difficult to accept mistakes, I now see challenges as opportunities to grow.

We also learned Collaborative Skills, such as active listening, effective communication, and giving and receiving feedback. This made me realise that teamwork requires patience and openness. Balancing my ideas with others’ input isn’t always easy, but it has made me a better team member.

Finally, the topic on Assertion and Conflict introduced different strategies for handling disagreements. It taught me how to voice my ideas while respecting others, which is important in group projects.

Overall, this module has helped me grow personally and professionally. While the skills take time to master, CTS has given me tools that will guide me in design, collaboration, and lifelong learning.

(325 word count)

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CTS A / Week 3 Emotional Intelligence

Emotional intelligence, often called EQ, is the ability to understand and manage emotions—both your own and other people’s. According to HelpGuide, EQ is what helps us handle stress, communicate clearly, show empathy, and deal with challenges in healthy ways. It is just as important as regular intelligence, and it strongly affects relationships, school, and work.

There are four main skills in emotional intelligence. The first is self-awareness, which means noticing how you feel and how your emotions affect your thoughts and actions. The second is self-management, which is about staying in control, managing stress, and following through on commitments. The third is social awareness, which means paying attention to other people’s feelings and being empathetic. Finally, relationship management focuses on building healthy connections, handling conflicts, and working well with others.

EQ matters because it shapes the way we interact every day. A person with strong emotional intelligence can calm themselves down when stressed, listen more carefully to others, and avoid letting anger or frustration control their behavior. This not only improves personal well-being but also makes teamwork and friendships stronger.

The good news is that EQ is not fixed—it can be improved. By paying closer attention to emotions, practicing empathy, and working on communication, anyone can develop higher emotional intelligence. Over time, this skill helps create healthier relationships, better decisions, and a more balanced life.

Works Cited

(250 words)

Reference

“Emotional Intelligence” HelpGuide, 2024, www.helpguide.org/mental-health/wellbeing/emotional-intelligence-eq.

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CTS A / Week 2 Collaborative Skills

Collaboration skills are the abilities needed to work well with others toward a common goal. The TeamBuilding article “9 Examples Of Collaboration Skills” defines these as competencies like communication, open-mindedness, and conflict resolution, which help teams share ideas, solve problems, and reach good outcomes.

First, communication is central. Being able to express ideas clearly, listen actively, and ask questions helps team members stay aligned. When everyone understands what others think and feel, misunderstandings drop and teamwork becomes smoother.

Second, open-mindedness means being willing to accept different ideas, adapt your views, and consider others’ perspectives. This attitude helps when new suggestions come up or plans need changing. It also builds respect and trust, since people feel heard and valued when their input matters.

Third, dealing with conflicts is part of collaboration too. In any group, disagreements will occur. Good collaborators don’t ignore this; they address tension respectfully, talk through differences, and find compromises. This not only solves problems but also strengthens relationships within the team.

The article also gives examples and ways to build these skills. One suggestion is role clarity—making sure everyone knows their tasks and responsibilities so overlaps or gaps don’t cause confusion. Another tip is regular interaction and feedback—inconsistencies shrink when teams meet often, share progress, and support each other.

In sum, collaborative skills help groups turn individual efforts into stronger collective results. By communicating well, staying open to others, resolving conflict, and keeping roles clear, teams become more effective, creative, and motivated.

Works Cited

Reference

“9 Examples Of Collaboration Skills.” TeamBuilding, teambuilding.com, www.teambuilding.com/blog/collaboration-skills. Accessed 29 Sept. 2025.

(250 words)

[aimanhdyt]

CTS A / Week 5 Growth Mindset

A growth mindset is the belief that our skills and intelligence can improve with effort, practice, and the right strategies. People who have this mindset understand that learning is a process. They see mistakes and challenges as chances to get better. On the other hand, people with a fixed mindset believe that talent and intelligence are set in stone and cannot really change.

Having a growth mindset does not mean working harder all the time. It also means working smarter. To grow, we need to try different approaches, ask for help when needed, and learn from feedback. For example, if a student struggles in math, simply doing more problems may not help. But if the student uses new methods, asks questions, and takes advice from teachers, progress is much more likely. This shows that effort matters, but the way we use effort is just as important.

Another important point is that mindset can shift depending on the situation. No one can learn to fly on their own, so in that case a fixed mindset is realistic. But in areas like school, sports, or art, a growth mindset helps people keep going when things get tough.

In the end, a growth mindset encourages us to see failure as part of learning instead of something to fear. With support and encouragement, students and adults alike can build confidence, stay curious, and continue improving. This mindset leads to resilience and lifelong learning.

Before I got into Lasalle, designing posters was mostly trial and error. I relied on what felt “aesthetic” without really understanding design principles or why certain choices worked. I was just experimenting, figuring things out on my own, and learning from mistakes. After entering Lasalle, I started to understand the WHY behind design: typography, layout, hierarchy, intention, and how to communicate a message instead of just decorating a page. It pushed me to step out of my comfort zone, accept critique, and grow from it. Now, I see my work as a process—one where I’m constantly improving, questioning, and becoming more confident in my voice as a designer.

Reference

“Growth Mindset” EdWords: Educational Words Defined, Renaissance Learning, www.renaissance.com/edword/growth-mindset/. Accessed 29 Sept. 2025.

( 347 words)