Architectural Studio 3

Project 1A :

PRECEDENT STUDIES: Analysing spatial poetics & spatial typologies in architecture

Project 1A is to identify and analyze spatial order and spatial poetics through precedent studies. Students required to analyse the spatial poetics & spatial typology of the selected precedents. In groups of 4-5 students, select 2 precedents for analysis. One precedent must
be pre-modern movement, and one precedent must be contemporary. Also, one precedent must be linear, and the other concentric. Record the analysis on 2 A3 panels that includes diagrams, photos and minimal annotations illustrating the analysis of your selected precedents.

Objectives & Learning Outcomes

Identify and explain different spatial types in architecture, and how they inform spatial use and experience
Identify and analyze case studies to inform the design project
Create tectonic expressions of different spatial typologies which impact on the uses and experiential conditions of space.

Project 1B: Journey for the 5 senses

Use the design strategies in 1A, design a poetic spaces themed "journey of the 5 senses". Students are given literature, poetry, lyric to read and we are required to visualise it from an architectural viewpoint. Translate the literature, poetry or lyric into a journey by using 2 contrasting spatial typologies which is linear and concentric. Design should be consider the human scale, light / shadow, materials / texture.

1/10

Project 2 : GENIUS LOCI: Site Analysis & Concept Development

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.

Objectives & Learning Outcomes

Produce site analysis which document, interpret and analyze the site context and the ‘genius loci’ of place
Produce a concept design for a Visitor Interpretive Centre based on the site analysis conclusions.

Groupwork

In the same group from Project 1, we are required to conduct site analysis of the physical context within the identified MACRO & MICRO sites. Besides the tangible analysis of the site, we should also focus on the intangible site analysis. Such as the historical tracings of the MACRO site, mapping a site over a series of significant stages in the course of its history provides a description of the life and memory of a place. They can provide inspiration for a contemporary idea that connects directly with past archaeology/memory/history of the site. Produce a site analysis of the identified MACRO (40%) & MICRO (60%) site by a 7-10 minute digital presentation per group.

Individual work

Students must show how their conceptual ideas / design strategy and its development into a design scheme works and how it is responsive to the context. Students must also show how the design has been developed into an “Experiential space” taking into account the considerations of users, context, function and experience.

1/5

Project 3 : GENIUS LOCI: VISITOR INTERPRETIVE CENTRE (VIC)

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 CENTRE emphasising a strong engagement and relationship to the site, spatial experiences and programmatic requirements.

Objectives & Learning Outcomes

Generate design based on the unique character and conditions of the site context
Generate design through conscious consideration of section-plan relationship with considerations of human scale, natural light, materials/texture
Design a small scale community building which response to the site (site topography, history and socio-cultural events), functional program and users’ experiences

Communication skill

Interpersonal skills

Thinking and problem solving skills

Lifelong learning