ARCH. PORFOLIO
CHAN SIN YIE
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Architectural Design III
The module emphasizes on ‘experiencing space and place’ in architecture. In the subject, students are introduced to, firstly, an exploration of spatial typologies and poetics in architecture; and secondly, the concept of neighborhood and community. In their preliminary design work, students engage with studies and design of different spatial typologies (i.e. linear, spiral, spine, centric, etc.) for a simple dwelling space which explores the idea of architectural tectonics and experiences. Subsequently, the major project involves the design of a small-scale community building (e.g. gallery, small library) 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 tectonically expressive, functional, and responsive to its site. At the same time, design exercise relates to spaces with values and culture, while emphasizing the role of the society in the creative architectural design process.
Project 1
Poetic Journey Structure - Spatial Translation
The Paddy Field – Poetic Journey Structure
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A standalone semi-open structure for user to experience a romanticize story about a typical paddy field in
Malaysia through different spatial qualities and typoplogies, creating meaningful engaging experiences.
Project 1 is a group project with an individual component. In groups of four (4) to five (5) students, the task is to romanticize a paddy field and translate it into an intriguing narrative that will then be transformed it into a standalone Poetic Journey Structure.
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Individually students are required to find and analyze two (2) precedent study related to poetic spatial architecture and
experiences. This precedent study task is crucial as it will guide the entire design process of the Poetic Journey Structure. To design the Poetic Journey Structure, students will be given an imaginary square site (Site A) or a rectangular site (Site B).
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Both sites are hypothetical sites in the middle of a paddy field. The structure is required to be in the form of semi-open
structure, with a concentric or linear organization, and it must apply two (2) to three (3) distinctive Modifying Elements of Architecture as elaborated in the book titled Analysing Architecture by Simon Unwin (2014). Do read the chapter and select the “modifying elements” from the followings:
Submission Requirements
THE POETIC JOURNEY STRUCTURE 10% (GROUP)
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1. Each group is required to pin up the two (2) A1 presentation boards and to display the final model on presentation day.
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2. The boards requirements are,
- The tittle, design intention (+/- 50 words) & narration (+/- 100 words)
- Diagrams to show translations, transformation, design process, user experience and poetic spatial qualities
- The story board - five (5) to six (6) A5 size drawings
- One detailed plan (1: 75)
- One detailed section (1:75)
- Please include the student’s name, students’ id and tutor’s name neatly at the bottom of the boards.
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3. The model requirements are,
- One model (1:75) any suitable model boards maximum 2 type of material only – do display the study models
- Place the model on a 5CM thick base with 5CM offset all around from the site boundary.
- Do provide a simple casing to store the model safely. (any corrugated box is sufficient)
- Please include the student’s name, students’ id and tutor’s name neatly at the corner of the base.
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4. The presentation board could be digitally or manually prepared or both. (Tips - the drawings should be well produced with hatching and proper line weight)
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5. Each group is required to submit a digital copy (scanned or photographed) of the presentation boards and model. Each student must upload this project to their individual e-portfolio.
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6. Each group is given 15 minutes to present all component and 15 minutes for feedback and discussion.
Project Outcome
Project 2A
The Discovery Center (Genius Loci) -
Site Analysis, Site Response and Design Concept
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 as the aim of the project is to design a Discovery Center (aka visitor center) for Kampung Sungai Haji Dorani in Sungai Besar, Selangor. The project design brief calls for an architectural response toward the sense of place with a strong engagement and relationship to the site and programmatic requirements. Project 2a 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. Lecture 05 and 06 by Ar Teoh Way Keat will guide students through the whole process.
The “study area” for Project 2 is between Parit Satu Gambut and Sekolah Kebangsaan Parit 4 which is along Jalan Terusan Utama Parit 4. Two dedicated “specific sites” have been selected for students to select from to design the discovery center. One site will be a square site (Site A) and the other one would be a long rectangular site (Site B).
Tasks Requirements
TASK 01 - HISTORICAL RESEARCH / TRACINGS OF MACRO SITE
Students to conduct historical and background research on the place. Data could be in the form of literature (published/ unpublished), old photographs, maps/ plans etc. The research shall include 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. Students are to compile write ups, images, photographs, video clips via online research to obtaining information, particular significant events, people, and developments in the past. Then, extract the essence of the macro site and micro site to be presented as a video.
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Delivery:
Students are to present the information collected as a slide presentation and use it to make a video presentation (max 5 minutes), with narration. (May include additional significant images or finding that is not related to history or background)
TASK 02 - SITE CONDITIONS & DATA COLLECTION OF MACRO & MICRO SITES
Students to collect data and record on the following, using maps, sketches, drawings, diagrams, photography, videography, audio recordings, models etc. methods:
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• Orientation (sun path)
• Vegetation
• Climate (rainfall & temperature)
• Views from & to & through the site
• Site contours + levels
• Noise
• Adjacent street and vehicular traffic patterns
• Human-Cultural
• Pedestrian circulation
• Activities
• Neighboring contexts
• Site measurements and placements
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Delivery:
Present the materials and information to be tabulated and mapped out on two (2) to four (4) A2 boards.
TASK 03 - SITE ANALYSIS OF MACRO & MICRO SITES
Based on the collected data and information in TASK 02, students to conduct site analysis of the physical context within the identified MACRO and MICRO site/s. Use the following reference as a framework for your recording and analysis of your site:
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White, E. 2004. Site Analysis: Diagramming Information for Architectural Design. Tallahassee, Florida: Architectural Media Ltd.
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Delivery:
Prepare diagrams, drawings, table or schedule, photos etc. with minimal annotations to illustrate the analysis and present it on two (2) to four (4) A2 board.
TASK 04(A) - EXPLORATION WORKSHOP 2 -
Extracting the intangible & tangible factors
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The Workshop (as a group) As a team student are required to take part in the Exploration Workshop 2 – extracting the tangible & intangible (people, place, culture, and history). The workshop will be conducted during the site visit. Students are required to extract the feel of the place and create a visceral board. For detailed instructions please refer to the workshop brief.
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Delivery: (Only for the 2-3 students in charge to prepare for the final submission)
Compile and prepare the outcome of the workshop on two (2) to four (4) A2 board which includes one (1) A2 size visceral board digital photomontage or manual photo collage with write up or elaboration. Map out the intangible and tangible elements related to people, place, culture, and history as discussed during the workshop. It is advisable for the students in change of TASK 04A to work together with the team dealing with TASK 01.Architectural Design III (ARC60408) March 2022
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TASK 04(B) – Personal Interpretation
The 5% Individual Task
Individually, at the site produce a personal interpretation and perception sketches of the MACRO & MICRO site in the form of serial sketches. The personal interpretations of the overall character of the site will guide students with the subsequent individual design decisions. It is important to record these perceptions honestly and immediately. Be prepared with appropriate A5 size paper or sketch book and medium to produce the listed sketches below during the site visit. The aim is to capture feelings, memory of the place, mood, vistas, visuals, senses, personal interpretation, or any “modifying elements”.
- sketch three (3) abstract artwork (A5 size all landscape or all portrait orientation)
- sketch three (3) drawings, a plan, a section and a perspective (A5 size all landscape or all portrait orientation)
- plus, sketch out initial idea(s) and direction/approach for the design of the Discovery Center (the elaboration)
- Use methods thought in Exploration Workshop 1 – Drawing as a form of expression.
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TIPS: Use Gordon Cullen’s serial vision and/ or Steven Holl’s phenomenological readings (or any other methods of reading/recording context as informed during the lecture) as the basis/ tool for recording your interpretation of the character of the place.
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Read the following in advance before going to site:
1. Theory of Phenomenology: Analyzing Substance, Application, and Influence
https://cte.ku.edu/sites/cte.drupal.ku.edu/files/docs/portfolios/kraus/essay2.pdf
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2. What are examples of phenomenology?
https://www.sidmartinbio.org/what-are-examples-of-phenomenology/
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Delivery: (Each student - for the final submission)
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Each student to compile the six (6) sketches with annotation below each of the sketches on one (1) A2 size board to be
presented during the presentation. Each board should include a write up (not more than 50 words) supported by diagram and sketches to show initial idea(s) and direction/approach for the design of the Discovery Center on one (1) A3 size paper.
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*After the presentation the team is required to collect and compile the digital copy of all the TASK 04(B) as part of the Site Analysis Document Report (to include it at the last part)
TASK 05 - SITE RESPONSE & CONCEPT DEVELOPMENT
Every analysis must have a conclusion. Referring to all the findings by all team members, the students in charge of this task are required to do the following,
a. Present the conclusion (to sum up all the information that has been presented), significant issues, the genius loci of
the place and crucial site consideration that would require attention when designing the design of the Discovery
Center for project 2b (diagrams and drawings)
b. Propose two (2) theme or design approach for the Discovery Center base on the conclusion. (sketch out ideas and
inspirations)
c. Produce a site model 1:500 scale to fit on A2 size base
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Delivery:
Prepare the conclusion and the two proposals on two (2) to four (4) A2 size boards. The 1:500 model should be on a A2 size base.
Submission Requirements
TASK 04(B) – Personal Interpretation - 5% (individual)
1. Students are required to pin up one (1) A2 size board with the six (6) sketches together with the all the group work. Please include your name and student id on the documents. The sketches should be hand sketch.
2. Students are required to pin up one (1) A3 size paper to show their individual initial idea(s) and direction/approach for the design of the Discovery Center next to their A2 boards. This document should be manually produced. (The elaboration)
3. Students are required to submit a digital copy (photographed or scanned) of TASK04(B) document to the given link for submission.
4. A copy of the individual TASK 04(B) should be included in group’s Site Analysis Document Report.
5. Individually each student is required to upload TASK0 4(B) and the group Site Analysis Document Report to their individual e-portfolio.
6. There is NO verbal presentation, however tutors will give their comments after the presentation.
7. Please include the student’s name, student id and Architecture Design III March 2022 on the documents.
THE DISCOVERY CENTER -
Site Analysis, Site Response and Design Concept - 20% (group)
1. Each group is required to pin up TASK 02 – TASK 05 presentation boards and to display the site model.
2. Each group is required to present TASK 01 video at the start of the presentation session and to submit a copy or link of the video at the given link for submission. *Student will present this online
3. The boards requirements are,
- The project tittle on all boards to include task numbers on the boards.
- Include the team’s name, tutor’s name, and Architecture Design III March 2022 and TU logo neatly at the bottom of the boards.
4. The model requirements are,
- One model (1:500) using any suitable model boards
- Place the model on a 5CM thick A2 size base
- Do provide a simple casing to store the model safely. (Any corrugated box is sufficient)
- Include the team’s name, tutor’s name, and Architecture Design III March 2022 and TU logo neatly at the corner of the base.
5. The presentation board could be digitally or manually prepared or both.
6. Each group is required to submit a digital copy (scanned or photographed) of the presentation boards and model and compile it as the Site Analysis Documentation Report. Each student must upload this report to their individual e-portfolio.
7. The Site Analysis Documentation Report is a A3 size compilation of all the task to be submitted as a PDF to the given link for submission. Do include all the individual TASK 04(B) as part of the report appendix. Include the team member’s name and student ID, tutor’s name, and Architecture Design III March 2022 and TU logo on the cover of the report.
8. Each group is given 20 minutes to present all component and 10 - 15 minutes for feedback and discussion.
Project Outcome
Project 2B
The Discovery Center
(Visitor Center for Jalan Terusan Utama Parit 4,
Kampung Sg Hj Dorani)
“DISCOVERY” by the online Cambridge Dictionary is, the process of finding information, a place, or an object, especially for the first time, or the thing that is found. In this final project, students are required to design a structure that will allow user to “DISCOVER” about the people, place, activities, culture, history etc. associated to Jalan Terusan Utama Parit 4, Kampung Sg Hj Dorani. It will function as a visitor center that could display interpretive exhibits, include a walk-through historical or cultural journey museum-like exhibition, as well as an interactive and engaging “edutainment” program and areas or spaces to connect with the locals and the natural environments of the place. It could be a center to learn about the locals and early settlers that called the location as home or to reveal the significance of the paddy field, water reservoir, canals, and the people involve managing the whole agriculture and water irrigation system. All these information shall be transformed into spaces that requires a poetic touch architecturally.
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Project 2B is a continuation from Project 2A and Project 1. Project 1 was aimed to introduce and explore the formal and poetic articulation of architecture in a site-less or hypothetical site condition. Project 2a was about the historical research and site analysis as a driver for architectural development for the Discovery Center. Finally, in Project 2b, the design brief calls for an architectural response to design A DISCOVERY CENTER (Visitor Center) emphasizing a strong engagement and relationship to the site, people, culture, history, spatial experiences, and programmatic requirements.
Tasks Requirements
The task is to design a Discovery Center (Visitor Center) specifically for Jalan Terusan Utama Parit 4, Kampung Sg Hj Dorani. The overall project should emphasize on celebrate the diversity of culture, heritage and history, and the well-being of the place (example the soil and paddy) and people. The structure will serve the following purposes,
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â–ª To provide a physical point of reference that keeps the culture/ history/ memory/ essence of the place alive
â–ª To house and display relevant informative material for visitors to understand and appreciate
â–ª To provide areas/spaces to conduct any kind of engaging program related to the place and the exhibition.
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The program of the Discovery Center should be specifically about the place, people, culture, and history of the site. Students are required to extract and decide on the significant value/essence and the distinctive or interesting characteristic of the place that would be best to represent and express the spirit of the place (genius loci). This will then be translated into a narrative that would aid the design and journey of the Discovery Center.
The design should be a standalone building and it must be two (2) storeys above ground (additional one storey for
underground/sub-basement is allowed) and the total floor area of the design scheme must be between 300sqm to 450sqm (referring to the covered internal spaces). Students may decide on the floor to ceiling “height” as long as it is two (2) storey. The design should consider universal design as it should be accessible to all. It is important for students to identify, explore and emphasize the implementation of two (2) “modifying elements of architecture” as part of the design. Students may choose Site A or Site B. Each tutorial group should have 50/50 of both sites which are almost the same rectangular shape and size. However, students are required to choose between a concentric or linear space arrangement for the building design. These space type demand for students to do further studies on the two types of space arrangements.
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The building program/space requirements are as follows:
• Entrance or point of entry
• Foyer / Lobby / Gathering space
• Gallery / Exhibition space (for the display/ demonstrate / the storytelling)
• Space for contemplation and observation
• Cafe / Leisure space
• Souvenir Booth
• Toilets and surau
• Management & staff office
• Storage and maintenance space
• Utility and services room
• Parking, drop off point and service road
• Landscaping (soft and hard)
• Multipurpose/ Event Space / Mini Stage for demonstration or performance (optional)
• Additional spaces as required (to be discuss and agreed by tutor)
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Note:
- May include a look out point, testing and demonstration area, a huge map/model of the site or a bazaar area.
- Some spaces could be combined, could be an external or open space to meet the space build up requirements
- Students are required to provide “schedule of accommodations”
- Students may include a platform lift if necessary
- Some design features to be included in the design scheme:
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• Entrance statement
• Feature staircase
• Feature ramp
• Construction details (focus on the floor to roof details)
• The use of available local sourced materials and construction techniques
• Sustainable / Passive design strategies
• The integration of the immediate landscape as part of the design
Submission Requirements
1. PRESENTATION PANELS (DESIGN & TECHNICAL)
(a) Six (6) to eight (8) presentation A1 panels (strictly in all in landscape or all in horizontal format). The presentation
board should include the followings:
• The design intension, design statement, design approach, theme, and function of the Discovery Center. (write up)
• Mapping out the idea development, definitions, subject matter, the narration, the study of the place, people, culture
and history, the narrative, and the genius loci.
• Diagrams and sketches to show translation and transformation of ideas into a Discovery Center. (Idea process and
idea derivation).
• Diagrams and sketches to show transformation and manipulation of shape, form, and spaces plus the
application and study of the modifying elements. (to form poetic architecture)
• A set of site response diagrams that illustrate your design strategy informed by the site context.
• A set of diagrams which clearly demonstrate the spatial typology explored, the circulation, the relationship between
inside/ outside, views and other points which are appropriate to your design project.
• Site information and a site plan at the scale of 1:500
• Plan(s), Section(s), Elevation(s) which includes relevant site context at minimum scale of 1:150. Emphasis should
be given to an extended site section showing the building in its extended context.
• A final sectional perspective at minimum scale of 1:100 which includes relevant site context and an indication of
materials.
• A detail construction detail from floor to roof at a minimum scale of 1:15. (discuss with tutor)
• A set of diagrams and an exploded axonometry to explain about the structure, materials, construction and
environmental solutions. The diagram/s shall be completed with building structural components, building material
and finishes.
• A photomontage of the architecture within the site context.
• 3D images or perspective drawing of the interior space of the building to illustrate the poetry of your space.
• Passive design strategies. Integration (graphical information) with Architecture and Environment module,
illustrating your design response to the climatic aspects of the site.
• An area schedule indicating the size of the spaces, refer space requirements.
• Precedent studies that informed the design project, if any.
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2. A PHYSICAL MODEL - Scale at 1:100 or 1:150. May include a zoom in model. Plus, draft and study models.
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3. ANIMATION WALK-THROUGH is encouraged but is not compulsory. This could be a digital 3D walkthrough or a
video of the physical model. Individually students are required to prepare their personal laptop or touch screen tablet
to showcase the video.
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4. A3 DESIGN PROVESS BOOKLET (in landscape/ horizontal format) with compilation of sketches and design
development, outcome and process of Project 1 and Project 2a, as well as outcomes from in-class workshops to show
the design process. Students are encouraged to include additional evidence of design process, and thoughts through
a series of models vignettes (images of study models).
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5. AN UPDATED E-PORTFOLIO LINK.
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6. A VERBAL PRESENTATION. 10 – 15 minutes.
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7. A DIGITAL SUBMISSION OF THE ITEMS ABOVE – the presentation board, the picture of the models, the optional
animation and walk through or video, the A3 design process booklet. (to a given link)
Design Development
​Project Outcome
Sketch Models and Final Model
