Brief intro to project
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Brief intro to project Presentation Transcript

  • 1. Fall 2013 Hassina Nafa ARCH 361-ARC 301
  • 2. Course Outline  The aim of this course is based on an Urban contextual design that will introduce students to better understanding of urban issues. This studio represents the most extended and developed exercises in macro planning issues. Priority is given to the urgent needs of our environment in terms of regeneration project such as housing, schools, or community buildings for urban centers.  Projects will reinforce the entire curriculum, emphasizing on the complex relationships of buildings in an urban context taking all factors into consideration by way of interrelated aspects of an existing urban fabric.
  • 3. Learning Objectives  To understand multi-dimensional problems of the urban situation and respond to natural and built site characteristics in the development of a program and the design of a specific project.  Prepare a comprehensive Program for an architectural project, including assessment of user needs, an inventory of space requirements, an analysis of site conditions, a review of the relevant urban laws and standards and assessment of their implication for the project.  Demonstrate process, developmental and presentation skills using a variety of media, including drawing and digital media and model making.  Utilise graphic and model making skills to explore, develop, define and communicate.  Recognize the various criteria of urban sustainability, and integrate them strategically in the design approaches.  Attain an understanding of the requirements for designing both site and building to accommodate individuals with varying physical abilities.
  • 4. Topic:  Since cities are dynamic bodies, urban and architectural spaces might symbolize different functions and meanings according to socio- cultural, economic and technological transformations in history.  In other words, the physical characteristics of urban and architectural spaces might be more persistent than their functions.
  • 5.  In order to upgrade the quality of life in a city, it is necessary to realize that a city is a living organism, and that the formation of qualified environments requires an evaluation of socio- cultural as well as physical qualities.
  • 6.  Students will be involved with real urban problems  Therefore  motivate students by emphasizing the fact that their designs will play a catalyzing role in finding solutions for these problems.
  • 7. Site selection:  Kyrenia is chosen as the town where these aims could be realized because it is a town which had numerous potentials and threats, and also the municipality will be enthousiastic to be involved in the studio process.
  • 8. Requirements:  Give a very short history of the town by defining: 1. Potentials 2. Threats Examples: geographical location, coastline, protected areas, monuments, population, vehicular traffic and many more..........
  • 9. Some questions : How do people live in towns?  Are they aware of the opportunities present in the town?  Can public spaces become a means of creating urban identity?  To what extent architecture might intervene with the everyday life?  What is the social role of an architect?  Might environmental sustainability be a reference for the development of urban life?
  • 10. Reflections: After the ‘Annan plan’:  Population increased???  New developments (housing, hotels, universities.....)  New infrastructures  Attraction of more tourists, students and migrants from various parts
  • 11. Analysis However, public spaces and residential areas in the town, in general, are not adequate in terms of quality and quantity. A- Analyse:  The strengths, weaknesses, opportunities and threats of the town  Creating a SWOT analysis B- Find out:  The social and physical needs of the town
  • 12. Create personas  What are some of the important elements to a personas?  Personas are more then just demographic information, a persona needs to capture behaviour, belief and philosophy of a person. More importantly their motivation or intentions of how to use public spaces.
  • 13. Storyboard: explaining a simple interaction ‘I almost always begin design by talking with users. Initially, my goal is simply to collect people’s stories. I believe that the stories people tell about what they do and how they do it contain information vital to designing good interfaces. Stories reveal what people like about their work, what they hate about it, what works well, what sorts of things are real problems’. Design as Storytelling; Thomas Erickson; Apple Computer, Inc.
  • 14. Your tasks: The main topic of the 3rd year architectural studio is:  To create a cultural center which will add to the revitalization of the area both physically and socially, and the development of closed and open public spaces; comprising various functions, such as wedding hall, library, media center, education spaces, restaurants and cafes……. including the existing potentialities of the town.
  • 15. Site Selection Students will choose a site for their project within an area that has rich characteristics taking into consideration the historical importance of the town, and the role that every potential landmark plays in giving identity to your new neighborhood. Their will be 3 alternatives sites for selection after the 1st site visit. Students will debate and decide for the most appropriate alternative site for their project.
  • 16.  Your project will be a new gathering point in the city, providing the setting for community and informal meetings.  The main functions in the cultural center program as well as outdoor activities will be defined in a detailled program by each student.
  • 17. You need to start with:  Environmental Analysis (Physical Environment Data): Determination of topography, wind, sun, climate; Character / Identity.  Environmental perception analysis, readability in the area, detailed analysis of the character of streets, squares etc., based on the teachings of Lynch; Environmental Quality…..  Determination of the location and type of positive qualities (such as historical buildings, panorama points, buildings which are good examples of their period, green areas, monumental trees) or negative qualities (unkempt buildings, buildings which are unqualified or unsuitable for their environment, visual grime
  • 18. Continued......  Historical Analysis: The research and comparative analysis of the information related with the historical development and transformation of urban space, its social and economic structure.  Social Analysis: Determining the social characteristics (state of education, labor force distribution, age groups, etc.) of people living in the project site district.  Economic Analysis: Determination of the role and influence of the project site in urban and regional
  • 19. Continued......  – Analysis of Building Heights: Making generalizations by classifying buildings according to the number of floors (1 storey, 2 storey, 3 storey, 4 storey, 5 storey and above)  – Analysis of Structural System: Classifying the buildings in the area according to their structural systems (reinforced concrete, massive, wooden, steel, unplanned, etc.)  – Analysis of Physical Structure: Generalizing and grouping the buildings in the area as ‘good’, ‘moderate’, ‘bad’, ‘ dilapidated’ and ‘under construction’, according to their structural systems and materials.
  • 20. Project development: Students should establish:  Image and Conceptual approach  Zoning and master plan  Conceptual development sketching  Function and purpose of design  Generation of ideas for spatial organization and the selection and use of main buildings  Linking of functional spaces in diagrammatic form (indoors / outdoors)  Form and Style of design
  • 21.  The studio is based on a process learning method. To succeed, the architectural student needs to be self- starting and self-motivated, able to research constantly and seek out the necessary feedback when needed.  There is a balance between the benefits of feedback and being self-critical to independently develop good work.  The final projects submitted at the end of the semester will demonstrate that the students were generally successful in analyzing the characteristics of the project area, and in understanding the