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The objective of this course is to familiarize students with architectural graphics and to introduce them to the principles and processes of design through a sequence of exercises emphasizing ...

The objective of this course is to familiarize students with architectural graphics and to introduce them to the principles and processes of design through a sequence of exercises emphasizing development of basic skills, ideas, and techniques used in the design of simplified architectural projects.

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Architectural Design Basics - Introduction Architectural Design Basics - Introduction Presentation Transcript

  • K u w a i t U n i v e r s i t y College of Engineering and Petroleum Department of Architecture ARCH 105: Design Basics in Architecture Instructor: Dr. Yasser Mahgoub Course Syllabus Exercise 1 Assignment 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Assignment 2 Final Project Exercise 6 Exercise 7
  • Course Syllabus 4811188 - 7902 Telephone Number: Saturday, Monday, Wednesday 1:00 to 2:00 PM Office Hours: Dr. Yasser Mahgoub Instructor: Saturday, Monday, Wednesday 2:00 to 4:50 PM Time: (2) 2003 - 2004 Semester : None Prerequisites : 3-6-5 Credit Hours: 0690-105 Course Number : Design Basics in Architecture Course Title :
  • Course Syllabus
    • Catalog Course Description
    • The objective of this course is to familiarize students with architectural graphics and to introduce them to the principles and processes of design through a sequence of exercises emphasizing development of basic skills, ideas, and techniques used in the design of simplified architectural projects.
    • Course Activities
    • Lecture, studio, assignments, presentations and field trips.
    • Teaching Methodology
    • A series of small exercises and projects are used to illustrate the design basics and develop students’ skills.
  • Course Syllabus
    • Course Textbooks
    • Francis D.K. Ching, Architecture: Form, Space, & Order (Second Edition) available in university student bookstore.
    • Method of Evaluation
    • Attendance is a must according to university regulations.
    • Assignments 40%
    • 1st Exam 30%
    • 2nd Exam 30%
  • Portfolio Requirement
    • Each student must maintain a record of his or her work in the graphics/studio sequence.
    • This must be in the form of a 8 1/2" by 11“ (A4) portfolio.
    • The portfolio must include examples of exercises and projects from each semester of the design sequence starting with the graphics studios in the first year.
    • It is recommended that all major projects be included in the portfolio as well as selected examples of work from other courses such as building technology, construction documents, and architectural photography.
    • The portfolio is a prerequisite for advancement in the studio course sequence and may be requested by the studio instructor on the first day of class.
  • Equipment 1- A4 size sketch pad with spiral binding for sketches and notes 2- Triangles of various sizes: 45° and 30° /60° (Adjustable triangle optional) 3- Wood Pencils: HB/2B leads 4- Mechanical Drafting Pencils: Large with 2H/HB/2B leads 5- Sharpener for mechanical lead pencils (for wood pencils optional) 6- Ink Pens: .2, .3, .5, .8, 1.2 and Black ink 7- Drafting tape to hold paper while drafting 8- Measuring Scale: Triangular (not flat) 1:50/100/200/500 9- Compass: Simple inexpensive with pen holder 10- Erasers: Lead and Ink 11- Erasing shield 12- Dusting brush 13- Circle templates: Large and small circles 14- Plan & Furniture templates: 1:50/100 15- French curves 16- Matte knife and metal straight edges 17- Paper glue 18- Felt tip markers: Fine and broad tip Black and colors 19- Water colors (Pelikan) 24 colors 20- Appropriate briefcase or handbag to hold the above equipment
  • Equipment
  • Introduction
  • Introduction
  • Introduction
    • The Difference Between Architecture and Building is Design
    • Building (v.) = Building (n.)
    • Design BEFORE Building = Architecture
    • DESIGN of Buildings and Spaces According to Human Needs Using Technology and Science, With Aesthetic Qualities
  • DESIGN
    • DESIGN is an activity aiming at th e production of a plan of action which if executed is expected to lead to a situation with certain desired characteristics and without unforeseen and undesired side and after effects.
  • Assignment 1
  • Assignment 1: Elements and Principles of Design
    • Architectural Design Basics course has several facets.
    • Besides design exercises and projects conducted in the studio setting, the students also undertake design and graphic studies.
    • Design studies explore the place of ideas and concepts in formal invention and judgment.
    • Graphic studies explore the media for communicating and visioning the ideas.
    • This is done in the conventional and digital way.
  • Assignment 1: Elements and Principles of Design
    • The cliche "a picture is worth a thousand words" is a truism that derives from the image embodying an ability to communicate ideas through the photographer's thought, feeling and sight.
    • The following exercise is intended to explore your way of seeing the world and will demonstrate that the decisions you make composing form and space as a photographic image is not far from composing these elements in architecture.
  • Assignment 1: Elements and Principles of Design
    • Although a picture is worth a thousand words, in this exercise you are only required to communicate only two words.
    • With your digital camera and your decision-making abilities, photograph 21 different combinations of the following elements and principles of design.
    • You have to use each subject at least once.
  • Variety Void Value Type Unity Texture Time System Symmetry Structure Scale Space Rhythm Solid Repetition Shape Proportion Shadow Pattern Point Order Plane Movement Path Hierarchy Material Harmony Mass Fragmentation Line Emphasis Light Economy Grid Dominance Form Direction Foreground Contrast Colour Balance Background PRINCIPLES ELEMENTS
  • PRINCIPLES ELEMENTS
  • PRINCIPLES ELEMENTS
  • PRINCIPLES ELEMENTS
  • PRINCIPLES ELEMENTS
  • PRINCIPLES ELEMENTS
  • Assignment 1: Elements and Principles of Design
    • Requirements:
      • Produce a power point presentation of all resulting photographs and
      • Print one A3 size paper containing all pictures. Include the subject title, date and your full name.
    • To be presented according to scheduled presentations.
  • Exercise 1
  • Exercise 1: Free Hand Sketching
    • Objectives:
    • Knowledge: To know the importance of freehand sketching.
    • Ability: To draw free hand sketches of shapes, objects, buildings and people.
    • Skills: Train students to use pencil and pens to draw sketches.
  • Exercise 1: Free Hand Sketching
    • Assignment:
    • Using 4 "A4" size white paper, draw freehand sketches of:
    • 2D Shapes: lines, squares, circles, triangles, …
    • 3D Forms: cubes, cylinders, pyramids, …
    • Draw an exterior perspective of one of Khaldiyah campus buildings using pencil or marker pens.
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching
  • Exercise 1: Free Hand Sketching – Students work
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Techniques
  • Exercise 1: Free Hand Sketching - Techniques
  • Exercise 1: Free Hand Sketching - Techniques
  • Exercise 1: Free Hand Sketching - Techniques
  • Exercise 1: Free Hand Sketching - Techniques
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching - Examples
  • Exercise 1: Free Hand Sketching – Arch Examples
  • Exercise 1: Free Hand Sketching - Arch Examples
  • Exercise 1: Free Hand Sketching - Arch Examples
  • Exercise 1: Free Hand Sketching - Arch Examples
  • Exercise 1: Free Hand Sketching - Arch Examples Diagramming Ideas
  • Exercise 1: Free Hand Sketching - Arch Examples Diagramming Ideas
  • Exercise 1: Free Hand Sketching - Arch Examples Diagramming Ideas
  • Exercise 2
  • Exercise 2: Points, Lines and Planes
    • Objectives:
    • Knowledge : The formal and informal organization of points, lines and planes.
    • Ability : To organize shapes in a meaningful way.
    • Skills : Train students to use points, lines and planes to produce patterns and shapes.
  • Exercise 2: Points, Lines and Planes
    • Assignment:
    • Using A3-size white papers to develop a pattern , a portrait of a building, a person, or an object using the following elements:
      • Points or dots of different or equal size using black or colored pens.
      • Lines of same and different thickness or width, cut from black or colored papers.
      • Planes of same of different sizes and shapes, cut from black or colored papers.
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 2: Points, Lines and Planes
  • Exercise 3
  • Exercise 3: Bas-Relief & Carved Cubes bas-relief Bas`-re*lief", n. [F. bas-relief; bas law + relief raised work, relever to raise: cf. It. bassorilievo.] Low relief; sculpture, the figures of which project less than half of their true proportions; -- called also bassrelief and basso- rilievo .
  • Exercise 3: Bas-Relief & Carved Cubes – Ancient Egyptian Introduction to three-dimensional forms These forms of art have existed right from the Egyptian civilization. The walls of Egyptian temples were decorated with this technique.
  • Exercise 3: Bas Relief & Carved Cubes - Islamic It was also used by other civilizations including the Islamic civilization..
  • Exercise 3: Bas-Relief & Carved Cubes – Ancient Egyptian Bas- relief is a technique, which can be actually termed as two-dimensional work. But at some places the sculptors carve out the portions and give it a three-dimensional effect. While doing this exercise your brain has to calibrate itself to imagine a three-dimensional form with the help of two-dimensional sketches.
  • Exercise 3: Bas-Relief & Carved Cubes – Ancient Egyptian The sketches done on the surface before carving it as a two-dimensional line work. A circle drawn on the surface can represent a cylinder. This training to the brain is necessary for visual artists to improve their imagination abilities.
  • Exercise 3: Bas-Relief & Carved Cubes - Abstract
    • Materials
  • Exercise 3: Bas-Relief & Carved Cubes - Abstract
  • Exercise 3: Bas-Relief & Carved Cubes - Islamic
  • Exercise 3: Bas Relief & Carved Cubes - Islamic
  • Exercise 3: Bas Relief & Carved Cubes - Maps
  • Exercise 3: Bas Relief & Carved Cubes - Maps
  • Exercise 3: Bas-Relief & Carved Cubes - Islamic
  • Exercise 3: Bas Relief & Carved Cubes - Natural
  • Exercise 3: Bas Relief & Carved Cubes
  • Exercise 3: Bas Relief & Carved Cubes
  • Exercise 3: Bas Relief & Carved Cubes
  • Exercise 3: Bas Relief & Carved Cubes
  • Exercise 4
  • Exercise 4: The Grid Objectives : Knowledge : To learn about the "GRID" as an important tool in organizing architectural spaces.. Ability : To be select the appropriate grid for a project. Skills : To accurately draft different types of grids. Assignment : On a white 50x70 cm sheet, draw the following grid patterns with pencil and then with ink. Trace the same assignment with ink on a calc paper.
  • Exercise 4: The Grid
  • Exercise 5
    • Abstraction is a technique adopted by artists from historical times to bring out the aesthetics of the subject. The basic visual element of the line itself is the most primitive abstract artistic expression.
    Exercise 5: Abstraction
    • Daily newspapers, magazines, books have several illustrations in the form of advertisements. Experienced professionals of visual art design all these advertisements.
    Exercise 5: Abstraction
    • The subjects in these illustrations from magazines, daily newspapers etc are also full of variety, they contain human beings, animals, trees, flowers, leaves, mountains, rivers, sand dunes and numerous such subjects. The subjects are either artificially composed or photographed as a composed object.
    Exercise 5: Abstraction
    • Students are asked to select a number of such compositions in the form of printed photographs, pictures, advertisements and illustrations from the available books and magazines. Initially their selection is based on the logic "I like it" and "I don't like it". These pictures are supposed to be the pictures that are "the best" from student's point of view. Subsequently students are asked to make sketches, based on these compositions and to create an abstracted version of the original picture in exactly 5 steps.
    Exercise 5: Abstraction
  • Exercise 5: Abstraction
    • Students are asked to adopt following techniques for abstraction:
    • To eliminate details.
    • To convert three-dimensional picture into two-dimensional line work.
    • To draw the same picture by using dots.
    • To draw the same picture by using technique of smudging and undefined hazy shapes.
    • To eliminate the colors or adopt new color scheme.
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    • Right hand side is original picture whereas left hand side is abstracted compositions.
    Exercise 5: Abstraction
    • Right hand side is original picture whereas left hand side is abstracted compositions.
    Exercise 5: Abstraction
    • Right hand side is original picture whereas left hand side is abstracted compositions.
    Exercise 5: Abstraction
    • Right hand side is original picture whereas left hand side is abstracted composition.
    Exercise 5: Abstraction
    • Right hand side is original picture whereas left hand side is abstracted compositions.
    Exercise 5: Abstraction
  • Assignment 2
  • Assignment 2: Architectural Typological Analysis Using Elements and Principles of Design
    • Develop a typological analysis of several buildings of your choice to illustrate the common features of this style using your version of elements and principles of this type of design.
    • Select at least 10 buildings from Kuwait to illustrate and prove your theory.
    • Analyze the buildings and illustrate their common features of design.
  • Assignment 2: Architectural Typological Analysis Using Elements and Principles of Design
  • Assignment 2: Architectural Typological Analysis Using Elements and Principles of Design
  • Assignment 2: Architectural Typological Analysis Using Elements and Principles of Design
    • Requirements:
      • Produce a power point presentation of your study illustrating your analytical study and results
      • Print one A4 size paper containing all pictures and analysis. Include the title of the exercise, date and your full name.
    • To be presented according to scheduled presentations.
    Assignment 2: Architectural Typological Analysis Using Elements and Principles of Design
  • Exercise 6
  • Exercise 6: Staircase Sculpture
    • Objectives :
    • Knowledge: To know and understand the design requirements of staircases.
    • Ability: To design different types of stairs and staircases.
    • Skills: To draft and make models of staircases.
  • Exercise 6: Staircase Sculpture
    • Assignment :
    • Design open steps that connects to the entrance of an elevated ground level in plan, section, and elevation. The ground level is elevated 1.20 m above the ground level.
    • Design a typical staircase to serve 5 typical floors 3-m high. Draw Ground Floor Plan, Typical Floor Plan, and a Section.
    • Design a spiral staircase that connects a ground level of a villa to a second floor only . The ground floor height is 3 m (floor to floor). Draw Ground Floor Plan, Upper Floor Plan, and a Section.
    • Make models of your staircases.
    • All drawings and models should be scale 1:50 on 50 x 70 cm size paper as indicated.
  • Exercise 6: Staircase Sculpture
    • Readings:
    • Ernst Neufert, Architect's Data, p. 191-194
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  • Exercise 6: Staircases through History Staircases are one of the oldest building elements in architectural history, though it would be difficult to date their origin precisely. They appear to change with architectural eras, reflecting the prevailing philosophies and symbolic languages, unveiling the talent and ingenuity of those who have created them. The grand staircase at the Paris Opera , built by Charles Garnier in 1875. The central staircase at the Villa Savoye (1929-1931), Poissy, France, by Le Corbusier . Staircase at the Joan & David Shop, Paris, designed by Eva Jiricna in 1994. Staircases, by Eva Jiricna, from Watson-Guptill Publications, showing a staircase by Jyrki Tasa, Finland, 1997.
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  • Exercise 7
  • Exercise 8: The Nine Square Matrix
    • Introduction
    • The nine-square problem has a rich history .
    • It supports communication objectives in the areas of model building , layout , and concept diagramming, and draws on general design principles previously introduced and explored.
    • The project's theoretical focus is the definition of architectural space .
  • Exercise 8: The Nine Square Matrix
    • Its key objectives include being able to:
      • define a hypothesis or strategy for investigating complexity in spatial definition ;
      • being able to consciously manipulate the number, attributes, and organization of architectural elements to create spatial compositions of relative complexity; and
      • being able to communicate in words and diagrams the hypothesis investigated, concepts employed, and discoveries made in the investigation.
    • The project provides students a formal format for exploring basic issues of architectural design related to simplicity and complexity , proportion and scale , and the defining of sets of relationships between parts and the whole .
  • Exercise 8: The Nine Square Matrix
    • Requirements
    • In this exercise the student is to design and construct a total of nine architectonic compositions of spaces , each illustrating combinations of floors, walls, and roofs defined in a matrix provided by the faculty.
    • The horizontal edge of the matrix consists of three "continua" of simple to complex solutions .
    • The vertical edge establishes the combinations of the basic architectural elements of floor, walls, and roof to be investigated.
  • Exercise 8: The Nine Square Matrix
    • Requirements
    • The use of the matrix and continua ensures that the models-the externalization and representation of ideas--become sources of understanding and discovery.
    • Design decisions are seen not as right or wrong but appropriate or inappropriate given the context and goals.
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  • Final Project
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Objectives:
    • Knowledge : The process of solving architectural project.
    • Ability : To analyze and learn from architectural precedence and to express and discuss architectural design ideas and concepts.
    • Skill : To draw a complete small architectural project and present architectural drawings using pencil and ink.
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Assignment:
    • Students are required to design a Visitors' Center for Umm Al-Maradem Island.
    • It should contain an exhibition, three-dimensional model of the island, interactive touch-screen exhibit, a tower with telescopes for viewing the island, picnic area, gift-shop, and toilets for men and women.
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Program:
    • Exhibitions area 100 m2
    • Toilets for men 15 m2
    • Toilets for women 15 m2
    • Gift-shop 20 m2
    • Watchtower 15 m high
    • Open picnic area 200 m2
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Requirements:
    • One cardboard 100 x 70 cm containing the following items:
    • Layout scale 1:200
    • Ground Floor Plan scale 1:100
    • Entrance elevation scale 1:100
    • Side elevation scale 1:100
    • Section scale 1:100
    • Exterior perspective or isometric
    • Model scale 1:100
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Submission date
    • Monday, May 24, 2004 at 2:00 PM
    • Jury
    • Wednesday, May 26, 2004 from 9:00 AM to 2:00 PM
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • The Island
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
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  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
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  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
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  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
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  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
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  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • San Francisco Bay Visitor Center, Sausalito, California
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • Jewel Cave's Visitor Center
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • MAINLAND HEADQUARTERS AND ROBERT J. LAGOMARSINO VISITOR CENTER
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • NASA Visitor Center
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • CRRA Education and Visitors Centers
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • Zion National Park Visitor Center
    • Springdale, Utah
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • Zion National Park Visitor Center
    • Springdale, Utah
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • Zion National Park Visitor Center
    • Springdale, Utah
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
    • Visitors' Centers Examples
    • Capitol Visitor Center Project
  • Final Project Design of a Visitors' Center in Um Al-Maradim Island
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