ARCHITECTURAL DESIGN STUDIO III
THIS IS WHERE I LEARN TO DESIGN POETIC STUFF
ABOUT Design Studio III
This studio emphasizes on the poetics of place and the experiential qualities of space in architecture. In the module, we are introduced to, firstly, an exploration of spatial typologies and poetics in architecture; and secondly, the concept of neighborhood and community. In our preliminary design work, we engaged with literature studies and interpretation as well as translating into design of different spatial typologies (i.e. linear, spiral, spine, concentric, etc) which explore the idea of architectural tectonics and experiences. Subsequently, the major project involves the design of a small scale community building (typically a Visitor Interpretive Center) in the open landscape/suburban condition which engages with the spirit of place inherent within the site, the site topography, history and socio-cultural events. The design work explores the plan-section integration to achieve architectural form that is tectonic-ally expressive, functional and responsive to its site.
PROJECT 1
JOURNEY OF THE 5 SENSES
Project 1 is an introductory project by which we were required to explore issues of spatial typologies and poetics through simple design exercises. Working in groups of 4-5 students, we were to propose 2 schemes for a Memorial themed ‘Journey of the 5 Senses’. We were required to design the Memorials in the form of semi-open architecture by using two contrasting spatial types given by lecturer, which are linear and concentric. There is no specific site for this design work. The story of our Memorial should translate the narrative of events given by our tutor, and it should be informed by precedents studies.
PROJECT 1A
As part of this, the objective of Project 1A is to identify and analyze spatial order and spatial poetics through precedent studies. The main aim is to analyse 2 selected architectural precedents. We were to analyse the spatial poetics & spatial typology of the selected precedents. The analysis of the design approaches will inform the preceding design projects for the remaining semester. Thus, the selection of precedents should be critical and inspirational.
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In groups of 4-5 students, select 2 precedents for analysis. They can be local, national and/or international examples. One precedent must be BEFORE WWII, and one precedent must be AFTER WWII. Also, one precedent must be LINEAR, and the other CONCENTRIC. We chose the Canadian National Vimy Memorial for our Before-War concentric precedent. It is a war memorial site in France dedicated to the memory of Canadian Expeditionary Force members killed during the First World War . Then, we chose USS Arizona Memorial for our After-War linear precedent. It marks the resting place of 1,102 of the 1,177 sailors and Marines killed on USS Arizona (BB-39) during the Japanese surprise attack on Pearl Harbor on December 7, 1941 and commemorates the events of that day.
PROJECT 1B
Learning from the design strategies of Project 1A, we were to design a Memorial themed the ‘Journey of the 5 Senses’. Our event given by our lecturer is design a memorial to memorialize something about the 2000s and the 2010s. Our group decided to not just design a memorial for a certain movement or event during the given decade, but to design the memorial to memorialize the whole decades. As we are entering a new century, we want to create an event or a movement to build a memorial for every decade, since the decade of 2000 and onward. This is to let our future generations to learn about us, about our successes and our mistakes. Our Memorial of 2000s is about developing because during the 2000s everything is developing, the good things and bad things. Therefore, it is placed in Japan because it is one of the most developed country. Our Memorial of 2010s is about hope because number of tragedies in different aspects have been happening throughout the decade but we still have hope for a better decade in the future. Therefore, it is placed in the center of a city, to remind everyone that big problems are still around us in our daily life just like this big cracked structure is in the heart of the city.
PROJECT 2
GENIUS LOCI
Site Analysis & Concept Development
Society, culture, history, memory and the landscape of a particular place echoes the meaning of that ‘place’, or its ‘genius loci’. These qualities will inform the architectural concept and generators for Project 2. In Project 2, the design brief calls for an architectural response toward the sense of place with a strong engagement and relationship to the site and programmatic requirements. The first assignment for Project 2 requires an analysis of the site context as a starting point. It is a fundamental need for any design project as it will suggest a series of parameters to suggest architectural solution, one that will be appropriate to the place and its meaning, and contributes to its context. The site needs to be understood, in both intuitive and personal ways, as well as quantitative and measured means. Techniques to record and understand the site are varied, from physical surveys to qualitative aspects of experience and personal interpretation of the place.
GROUP WORK: SITE CONDITIONS & ANALYSIS
In the same group from Project 1, we were to conduct site analysis of the physical context within the identified MACRO site. Our group chose to analyze the macro site of Leprosy Valley of Hope, Sg. Buloh. We produced a presentation slides for our site analysis and a 5 minute digital presentation video.
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Presentation Slides:
https://docs.google.com/presentation/d/1bH9kWN4dKSwb4yeQfvYjg-fdrcwOkVeWPDdW_EUQg40/edit?usp=sharing
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Digital Presentation Video:
https://www.youtube.com/watch?v=dg0vQDS3qME&feature=youtu.be
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INDIVIDUAL WORK: PERSONAL INTERPRETATION & CONCEPT DEVELOPMENT as a response
Individually, we must produce our personal interpretation of the MACRO site in the form of sketches. The personal interpretations of the overall character of the site will inform subsequent design decisions, and it is important to record these honestly and immediately. We must also conclude by identifying the key character(s) of place that would form inspiration in the design, and then present a Design Concept for a Visitor’s Interpretive Center derived from the issues discovered. This Design Concept should be presented in the form of drawings & a model.
Presentation Board
PROJECT 3
GENIUS LOCI
Visitor Interpretive Center
Project 1 introduced and explored the formal and poetic articulation of architecture in a site-less condition. Project 2 established a Design Concept as a driver for architectural development. In Project 3, the design brief calls for an architectural response to design AN INTERPRETIVE CENTER emphasizing a strong engagement and relationship to the site, spatial experiences and programmatic requirements.
The interpretive center will serve two purposes:
· To provide a physical point of reference with visual significance that keeps alive the culture/history/memory/essence of the site
· To provide accommodation to house and display relevant material and interpretive material for public access and information.
Solutions relying heavily on landscape are encouraged. Visitors should be inspired and informed in ways that somehow express the spirit of the place (genius loci).
Total floor area: 450 m² (covered internal spaces), 2 storeys
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SAMPLE ROOM REQUIREMENTS for the space are as follows:
· Reception
· Foyer / Public gathering space
· Display / Exhibition / Gallery space
· Book / Souvenir shop
· M&E / Utilities space(s)
· Office
· Toilets
· Pantry / cafeteria
· Storage
· 1 MISC Space to be defined by designer
10 rooms / spaces in total
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The above rooms are RECOMMENDED. The TOTAL floor area of our building should be approximately 450 sqm.
Our designs should be developed taking into account the climate, culture and context of the building. We were required to indicate MATERIALS and show an appreciation of BUILDABILITY in our final presentation.
Final Presentation Board
TAYLOR’S GRADUATE CAPABILITIES (TGC)
Throughout this module, I have learnt a few things. First of all, I learned how to identify and explain different spatial types in architecture, and how they inform spatial use and experience. I also learned to create tectonic expressions of different spatial typologies which impact on the uses and experiential conditions of space. Besides that, I learned to generate design through conscious consideration of section-plan relationship with considerations of human scale, natural light, materiality and textures.
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Next, I learned to produce site analysis which document, interpret and analyze the physical conditions of the site and ‘genius loci’ of place and generate design based on the unique character and conditions of the site context. Lastly, I learned to design and present a small scale community building which responds to the site (site topography, history and socio-cultural events), a functional program and users’ experiences
DISCIPLINE SPECIFIC KNOWLEDGE
LIFELONG LEARNING
THINKING AND PROBLEM SOLVING SKILLS
INTRAPERSONAL SKILLS