Architectural Studio 1
Project 1 :
Self-Expression through Object ‘REPRESENTING ME’
The Ice breaking design project introduces basic understanding of the design processes and approaches in generating ideas, formulating conceptual narratives, developing design and translating it into form design.
The purpose of the project is for students to unravel their creative side and inner self through various mode of communication or art form. Student as designers will generate ideas from self- identity through personal interests, preferences, attitude and personality. These ideas and qualities will later on applied to any three dimensional form (as an artwork or sculpture, mask & other means). Representation of self must only be interpreted in abstract form where in it requires rigorous design thinking and highest form of creatively representing yourself.
The final outcome of the project is open to any possibilities, meaning you are free to explore form, materials (prescribe) and technique as long as it shows the creative and personal identity and is well explained in the design narrative.
Objectives & Learning Outcomes
The objectives of this assignment are as follows:
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To explore different possibilities of generating ideas thorough rigorous design processes.
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To explore various approaches in translating ideas and abstracting translation and interpretation.
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To explore varied forms of artwork in communication and expression of self and its sense.
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To enhance ability not only in sketching but in crafting three dimensional design or art form.
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Generate design concept/idea and translate into simple (architectural or creative) design,
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Generate design through the process of sketching and model- making.
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Prepare and enhance student’s verbal communication and presentation skills. Project 1 is to be presented to tutor and assigned lecturers.
Project 2:
Self Expression through Architectural Space 'LIFE CAPSULE'
The main aim of Project 2 is to expand the interpretation of one self and heighten the awareness of students about the human body, interaction of space and body, and explores the role of reasoning and logic in shaping the form and space. Secondly, a group work to allow collaborating of ideas. The group will pick one of their members which will become the user of the capsule. All design considerations will be based on the chosen group member’s body dimensions and the occupation that he/she will portray (ex; painter, artist, photographer, scientist, musician, writer, or itself as an architecture student and others).
Project involves designing a ‘Life Capsule’: a confined space which will house multi-functional furniture(s) which the user can use for several positions and for activities within a 24 hours period. This project consists of two major stages 2a: Interim ‘The Shell’ which the student (group) will design the life capsule envelope and Project 2b: Final ‘Furnitecture’ wherein student (group) will creatively design the internal space of the capsule or a can be one multi-functional furniture to address users various positions (seating, lying down, reading, painting and others) which will be corresponding to its activities. The very limited space will challenge the group to thoroughly examine their design approach by strictly considering and adhering to anthropometrics and ergonomics requirements.
Project 2 enhances students analytical and creative skills through designing a limited space and create the most functional and interesting ‘Life Capsule’. The project will likewise enhance their design exploration skills through scaled/study models and then is blown up to a full scaled installation.
Objectives & Learning Outcomes
The objectives of this assignment are as follows:
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To further the student’s concern about elementary user needs
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Tointroduceandcreateanawarenessofthescaleandproportionofthehumanbody.
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To create how human anthropometry and ergonomics relate shape the space.
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Tointroducetheroleofhumanbehaviorinshapingthespaceanddictatingactivities.
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To introduce basic design principles and terminologies on deciding spatial and form configuration.
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To create and work on full scale installation in order to further visualize efficiency, functionality, quality of space and articulation form.
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Document, sketch and explain from personal experiences of the built and natural environment
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Apply the understanding of basic architectural design principles, and the notion of body and space interactions.
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Maximize utilization of sketching, study modelling and other preliminary design tools going through the process-oriented approach in developing designs.
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Prepare and enhance student’s verbal communication and presentation skills.
Project 2a: Interim is to be presented to tutor assigned.
Project 2B: Final to be presented to lecturers assigned.
Project 3a :
Story Telling and Narrative: 'MY Building, MY Architecture'
According to recent studies and surveys the most common activities a today’s generation of youth engages in are: going to malls or any form of travelling, surfing the internet, reading magazines, eating or drinking (fast food, junk food, coffee, tea and others), lastly but the most common is spending long hours on their phones and gadgets, either taking selfies, or groupies, photo of their food, a nice room or space, their clothing and when travelling beautiful buildings or sceneries. These photos and videos are then later shared, uploaded and posted it in any form of social media (Facebook, Instagram, Websta, You Tube or others) for their friends to see and for the world to know.
Project 3a will allow students to do most of the things they enjoy most doing, bonding with friends, travelling, storytelling and more importantly taking and uploading videos and pictures, focusing mainly on their chosen architecture. In a more serious note, this exercise serves as test on how well the groups can narrate and ‘story tell’ and whether students have learned and understand essential aspects of design. These aspects include familiarization of architectural terminologies and their abilities to use architectural language to share their understanding of the design (form & space) on the architecture they have chosen.
Groups in the most creative and educational manner, will come up with a video that includes the following components: a brief background about the building, concepts, approaches and ideas behind the design and a tour of the space through pictures and personal experiences (describing and understanding spaces and building form through elements and principles of design). Group may also use analytical sketches, a skit or role playing and other forms of narrating and storytelling techniques as long as the video will be as informative as possible.
Objectives & Learning Outcomes
Task
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Form a group of 5-8 members each.
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The group is tasked to pick their building (only one) from the suggested list of modern, historical and popular
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architecture in Kuala Lumpur or any nearby cities.
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Commercial and public buildings (notable and open to public viewing).
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Study of the building background and brief history. (Architect, design concept and others)
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Walk thru from site, form design and walk through of the spaces (through video & pictures). Additional photos from website and internet may be included.
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Texts, sketches and other props can be added to help present architecture of the building clearly.
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Personal perception and experiences. Describe and understanding building and spaces through elements and principles of design. Elements: (colour, line, texture and others), Principles (scale, proportion, rhythm, harmony, balance, character and others, Materials (effect), spatial arrangements, form articulation and others.
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It can be in any format of video. Length: 5-10 minutes ONLY (do not exceed) Emphasis
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Use of key architectural terminologies and language. Show understanding and valid reasoning (rationalizing) on how and why the spaces and building was design.
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Use of elements and principle of design to understand form design and spatial formation concept & approach.
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Creative storytelling. Enhancement of presentation skills.
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Enjoyment and having FUN!
Project 3b : Dreamspace for the User 'A HIDE OUT'
In project 1, students were allowed to express oneself through their creative means; Project 2 on the other hand is meant to prepare students to be aware on the relationship between user and space, emphasizing on anthropometrics & ergonomics; Project 3 on the other hand incorporates both the creativity and its functionality; identity of user, comfortability of user and creativity in articulating the space
Students are required to design a space for you by attaching it to the walls/surfaces of an imagined ‘city’ on an empty abandoned lot in between two buildings. The space is to fit the specific needs of the user (as a hideout space for viewing, transitional space, space for dreaming, space showcasing hobbies or collections and so to speak a getaway space for the user who wants to be alone), space that best fits the personality, occupation and character of the person that the user you are designing for.
The user will be pre-selected, 30 prominent personalities in the field of entertainment, sports, politics, arts, science and others; each possessing distinct qualities from tall, physically handicapped, nature lover, art collector, singer, dancer, loud, bold and others.
These challenges are to be architecturally translated into a space that successfully establishes the quality of the interior and articulation of exterior. Concept shall evidently show the experiential and spatial quality. Students are also to consider how design is to be attached and harmonize with the two existing buildings (may show massing design of two buildings). Additional considerations should also be given to human scale and dimensional requirements.
The Project will be divided into two major stages: one as continuous studio exercise which comprises of Project’s 3a & 3b, 3a: Narrative & Storytelling’ and 3b: Design Exploration (Interim Submission); second Project 3- Final project submission & presentation. Student in this project will demonstrate understanding of their chosen user thru research after which show the process how this understanding is translated to spatial and form concept & design thru sketches and study models. Project 3 involves presentation of the final design thru A-2 Panel board presentation and model.
Objectives & Learning Outcomes
The objectives of this assignment are as follows:
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To further the students ability to create and develop a conceptual narrative.
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To introduce and create awareness in understanding the dimensional requirements of the human body (anthropometrics and ergonomics).
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To explore and apply basic design principles and terminologies.
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To further the student’s ability to create and develop a conceptual narrative
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To be able to consider objective and subjective parameters in the design process to create a space this is practical yet poetic.
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To explore how the selection and application of materials in relation to the sensory experience of space.
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To be able to select and make different study models (sketch, concept, diagram, section and development models)
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Generate design concept/idea and translate into simple (architectural) design.
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Generate design through the process of sketching and model-making.
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Document, sketch and explain from personal experiences of the built and natural environment
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Apply the understanding of basic architectural design principles, and the notion of body and space interactions.
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Maximize utilization of sketching, study modelling and other preliminary design tools going through the process-oriented approach in developing designs.
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Produce a well-organized, systematic and creative graphical presentation through a well-drawn and executed two-dimensional form (plans, elevations and sections), three- dimensional form (sectional perspective, axonometric and perspective) and scale modelling.
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Prepare and enhance student’s verbal communication and presentation skills. All three projects are to be external assessors.
Communication skill
Interpersonal skills
Lifelong learning
Thinking and problem solving skills