This document outlines the module Architectural Design Studio 2, which is a continuation from Architectural Design Studio 1. The module focuses on the principles of user and context in architectural design. Students will undertake projects from prototyping to designing a small freestanding dwelling that considers the user's needs and the natural site context. The module aims to develop students' skills in spatial design, 2D and 3D composition, and understanding how user needs and simple contexts influence design decisions. Students will be assessed through coursework including group and individual design projects, and a portfolio demonstrating their learning outcomes and capabilities.
This document outlines the tasks and requirements for Project 2a, which involves designing an observation deck at Cape Rachado in groups of two. Students must first conduct a site analysis of the physical context, recording data on site plans, existing structures, landscape features, climatic conditions, and circulation. They must also study case studies of observation decks. Using concepts from a previous project, students then need to design an observation deck no larger than 30 cubic meters that incorporates furniture and allows views, meditation, and relaxation. The final submission involves site analysis drawings, conceptual diagrams, detailed drawings at 1:50 scale, and a final physical model at 1:50 scale mounted on an MDF board. The project will be evaluated based on
Arc1126 project 2b retreat house (aug 2015)Jia Jun Chok
This document provides instructions and requirements for an architectural design studio project to design a retreat house. Students are asked to further develop their previous site observation deck design into a 150m2 retreat house located at Cape Rachado in Port Dickson, Malaysia. The objectives are to introduce concepts of program, space, form and function as well as site analysis and user-specific design. Students must submit sketches, diagrams, a site analysis, and architectural drawings and a model of their retreat house design. The project will be evaluated based on conceptual development, appropriateness of form and space, and communication of the design.
Arc1126 project 1 famous people, familiar faces Darshiini Vig
This document outlines the requirements for Project 1 of the Architectural Design Studio 2 module. Students will be assigned to groups of 5 and each group must select a famous architect and one of their masterpieces. They must research the architect and present their findings. Each group must also produce a set of drawings of the masterpiece as well as 10 analysis diagrams and 10 diagrammatic models exploring its design. The project aims to help students understand architectural composition and analyze the works of master architects through diagramming and modeling exercises. Students will be assessed based on the quality of their research, analysis, drawings and models.
SEMESTER 3 : DESIGN STUDIO MODULE OUTLINEDarshiini Vig
This document outlines the module outline for Architecture Design Studio 3 taken in March 2016. It includes 3 key projects: 1) exploring spatial typologies and poetics through precedent studies and designing a walkway space; 2) analyzing a site to develop a design concept in response to the site; and 3) designing a visitor interpretive centre for the site. The module aims to develop students' understanding of spatial design, site response, and creating architecture that enhances user experience. It is assessed through individual and group projects, with the final project worth 55% of the grade.
Architectural design project project 1a brief august 2016Preston Liew
This document provides information for Project 1a of the Architectural Design Project module. The objectives of Project 1a are to develop a simple design brief and conduct pre-design analysis to inform an architectural design project. Students are required to choose an architectural position, study the site context, identify user needs, and analyze precedent projects. They must then formulate a brief outlining the design topic, building type, user group, and schedule of accommodation. The pre-design analysis and brief will be presented through a 10-15 minute multimedia presentation in Week 3. The presentation will be assessed based on the quality of the brief, precedent studies, contextual and user analysis, and presentation delivery.
This document outlines the requirements for Project 3 of an Architecture Design Studio course. Students are tasked with designing a 450 square meter Visitor Interpretive Centre that emphasizes a strong relationship with its site context through spatial experiences and consideration of human scale, natural light, and materials. The centre will provide space to house interpretive materials and displays about the site's culture and history. Students must consider functional program requirements, circulation flows, and how to express the "genius loci" or spirit of the place. Deliverables include schematic designs, sectional drawings, models, and presentation materials communicating the architectural ideas and development.
Arc1126 project 2b retreat house at fraser s hill (1)Preston Liew
This document outlines the objectives, tasks, and requirements for Project 2b of the Architectural Design Studio 2 course. Students are tasked with further developing their previous project into a 150 sqm retreat house design at Fraser's Hill. The project aims to introduce concepts of user-specific design, space, form, function, and site analysis. Students must submit a site analysis, set of 1:200 scale architectural drawings, and physical model presenting and communicating their design concept and scheme. The design will be evaluated based on conceptual development, appropriateness of form and space for the site and user needs, and quality of visual and verbal presentation.
The document outlines requirements for a group project to construct a 1:5 scale model of a temporary bus shelter made of recycled materials. Students must demonstrate their understanding of skeletal construction by incorporating a frame with clearly defined structural components like columns, beams, and joints. Their shelter will be tested for strength against lateral forces. Students must submit a report with documentation of the design and construction process, along with annotated sketches, photos, and an analysis of how well the shelter withstands testing. The project aims to help students learn about skeletal structures, structural reactions to loading, and manipulating construction to solve design problems.
This document outlines the tasks and requirements for Project 2a, which involves designing an observation deck at Cape Rachado in groups of two. Students must first conduct a site analysis of the physical context, recording data on site plans, existing structures, landscape features, climatic conditions, and circulation. They must also study case studies of observation decks. Using concepts from a previous project, students then need to design an observation deck no larger than 30 cubic meters that incorporates furniture and allows views, meditation, and relaxation. The final submission involves site analysis drawings, conceptual diagrams, detailed drawings at 1:50 scale, and a final physical model at 1:50 scale mounted on an MDF board. The project will be evaluated based on
Arc1126 project 2b retreat house (aug 2015)Jia Jun Chok
This document provides instructions and requirements for an architectural design studio project to design a retreat house. Students are asked to further develop their previous site observation deck design into a 150m2 retreat house located at Cape Rachado in Port Dickson, Malaysia. The objectives are to introduce concepts of program, space, form and function as well as site analysis and user-specific design. Students must submit sketches, diagrams, a site analysis, and architectural drawings and a model of their retreat house design. The project will be evaluated based on conceptual development, appropriateness of form and space, and communication of the design.
Arc1126 project 1 famous people, familiar faces Darshiini Vig
This document outlines the requirements for Project 1 of the Architectural Design Studio 2 module. Students will be assigned to groups of 5 and each group must select a famous architect and one of their masterpieces. They must research the architect and present their findings. Each group must also produce a set of drawings of the masterpiece as well as 10 analysis diagrams and 10 diagrammatic models exploring its design. The project aims to help students understand architectural composition and analyze the works of master architects through diagramming and modeling exercises. Students will be assessed based on the quality of their research, analysis, drawings and models.
SEMESTER 3 : DESIGN STUDIO MODULE OUTLINEDarshiini Vig
This document outlines the module outline for Architecture Design Studio 3 taken in March 2016. It includes 3 key projects: 1) exploring spatial typologies and poetics through precedent studies and designing a walkway space; 2) analyzing a site to develop a design concept in response to the site; and 3) designing a visitor interpretive centre for the site. The module aims to develop students' understanding of spatial design, site response, and creating architecture that enhances user experience. It is assessed through individual and group projects, with the final project worth 55% of the grade.
Architectural design project project 1a brief august 2016Preston Liew
This document provides information for Project 1a of the Architectural Design Project module. The objectives of Project 1a are to develop a simple design brief and conduct pre-design analysis to inform an architectural design project. Students are required to choose an architectural position, study the site context, identify user needs, and analyze precedent projects. They must then formulate a brief outlining the design topic, building type, user group, and schedule of accommodation. The pre-design analysis and brief will be presented through a 10-15 minute multimedia presentation in Week 3. The presentation will be assessed based on the quality of the brief, precedent studies, contextual and user analysis, and presentation delivery.
This document outlines the requirements for Project 3 of an Architecture Design Studio course. Students are tasked with designing a 450 square meter Visitor Interpretive Centre that emphasizes a strong relationship with its site context through spatial experiences and consideration of human scale, natural light, and materials. The centre will provide space to house interpretive materials and displays about the site's culture and history. Students must consider functional program requirements, circulation flows, and how to express the "genius loci" or spirit of the place. Deliverables include schematic designs, sectional drawings, models, and presentation materials communicating the architectural ideas and development.
Arc1126 project 2b retreat house at fraser s hill (1)Preston Liew
This document outlines the objectives, tasks, and requirements for Project 2b of the Architectural Design Studio 2 course. Students are tasked with further developing their previous project into a 150 sqm retreat house design at Fraser's Hill. The project aims to introduce concepts of user-specific design, space, form, function, and site analysis. Students must submit a site analysis, set of 1:200 scale architectural drawings, and physical model presenting and communicating their design concept and scheme. The design will be evaluated based on conceptual development, appropriateness of form and space for the site and user needs, and quality of visual and verbal presentation.
The document outlines requirements for a group project to construct a 1:5 scale model of a temporary bus shelter made of recycled materials. Students must demonstrate their understanding of skeletal construction by incorporating a frame with clearly defined structural components like columns, beams, and joints. Their shelter will be tested for strength against lateral forces. Students must submit a report with documentation of the design and construction process, along with annotated sketches, photos, and an analysis of how well the shelter withstands testing. The project aims to help students learn about skeletal structures, structural reactions to loading, and manipulating construction to solve design problems.
This document provides instructions for Architecture Design Studio 1 Project 3, which asks students to design a "dreamspace" or hideout for a predetermined user. The space must fit within given dimensions on an empty lot between two existing buildings. Students must consider the user's personality, body type, activities and needs to design an attached interior space. The project involves developing a narrative about the user, exploring design concepts, and presenting final plans, sections, perspectives and a 1:50 scale model showing how the hideout integrates with the site and buildings. Submissions will be evaluated based on functionality for the user, form articulation, quality of drawings and models, and evidence of the design process.
This document outlines the module for Architecture Design Studio 5, which focuses on designing a community library for an urban street. The module aims to explore architectural solutions for urban infill sites and the role of community libraries. Over 14 weeks, students will study urban contexts, precedents, and design codes/regulations. They will then design a contemporary community library that responds to the urban site context through its form, culture, regulations, structure, and environment. Assessments include preliminary studies, an individual final design project, and a portfolio demonstrating the graduate capabilities developed.
Architectural design project module outline august 2016Preston Liew
The document outlines the module for the Architectural Design Project, which is the capstone project for the Bachelor of Science (Honours) in Architecture programme. The module focuses on designing a building to address a social issue through integrating technology, environment, and cultural context. Students will develop a design strategy and detailed design for a site in Putrajaya, Malaysia, addressing the theme of establishing Malaysian identity in contemporary architectural design.
This document provides information about the Architecture Design Studio 3 module, including learning outcomes, assessment components, and policies. The module emphasizes the experiential qualities of space and architecture. Students will explore spatial typologies and the concept of neighborhood through preliminary design projects. The major project involves designing a small-scale community building in response to the site context. Students will be assessed through three design projects, with the final one accounting for over half of the grade. The module uses student-centered learning approaches like group work and feedback sessions.
This document outlines the requirements and assessment criteria for a student project on skeletal construction. Students will construct a 1:1 scale shelter that demonstrates knowledge of skeletal frames and joints. The shelter must withstand a 60kg load for 2 minutes and be made only from recyclable materials. Students must submit both a physical model and an A3 report analyzing the shelter's construction, forces, and performance. The report will be assessed on documentation quality, while the overall project will be graded on understanding of skeletal construction, shelter strength, design considerations, appropriate material use, and analysis clarity.
The document provides instructions for a design project involving proposals for a memorial themed around a "journey of the 5 senses." It outlines two main tasks: 1) an analysis of two architectural precedents focusing on their spatial typologies and poetics, and 2) the design of a memorial using two contrasting spatial types that translates a provided poetry into a walk. Students are to submit analysis panels and design boards presenting plans, sections and images for their memorial proposals, along with a physical sketch model and verbal presentation. The project aims to explore issues of spatial organization and experience in architecture through these exercises.
This document outlines the preliminary project for an architecture design studio focusing on urban infill community libraries. It includes tasks for site documentation, analysis, and precedent studies. Students must document a site at their university, analyze it considering urban concepts, and study an example community library project. They must submit documentation, 8 analysis panels, and 4 precedent study panels. Students will be evaluated on their understanding of urban issues, identification and articulation of key elements, and critical analysis demonstrated in their work.
SEMESTER 3 : BUILDING CONSTRUCTION 2 MODULE OUTLINEDarshiini Vig
This document outlines a module for Building Construction 2. The module aims to develop an understanding of structural systems and their application in construction. It will cover skeletal, solid, and surface construction systems, analyzing them in terms of loads, forces, and structural possibilities. The module will be delivered through lectures, tutorials, and self-directed study. Students will complete two coursework projects applying their knowledge of construction systems. They will also take a final exam to assess their understanding of the topics covered.
Architectural design project project 1b brief august 2016Preston Liew
1. This document outlines the design strategy proposal project for an architecture design course. Students will develop 2-3 design options for a proposed building project based on research and site analysis conducted previously.
2. Students are expected to explore concepts through sketches, diagrams, and models to visualize different approaches. Drawings must be to scale and consider site context, environmental strategies, and regulatory requirements.
3. The final proposal will include scaled drawings, a design narrative with diagrams, and a draft report outlining the project brief, site and environmental responses, and precedent studies. Students will present their interim and final proposals.
1. This document outlines the objectives, tasks, methodology, submission requirements, and assessment criteria for Project 2 of the Building Construction 2 course. The project involves understanding forces in building construction.
2. Students will be assigned to groups and asked to propose and model either a tensile/membrane or grid shell structure using appropriate materials and joints. They will analyze the model's success and mitigation measures.
3. Deliverables include a constructed model on an A3 board, a completed A2 presentation sheet with structure introduction, process documentation, and an exploded axonometric construction detail with annotations. Assessment will consider buildability, creativity, clarity, documentation, and communication of structural understanding.
This document outlines the module for Architectural Design Studio 2. The module introduces principles of architectural design through a series of studio projects. Students will learn about spatial composition, site analysis, and translating design concepts into architectural drawings and models. There are three projects of increasing complexity: analyzing architectural precedents, designing a pavilion, and designing weekend lodging. Students will be assessed through coursework, drawings, models and a portfolio demonstrating their skills and knowledge.
Project brief 2 architecture studio 5 march 2016 v3Preston Liew
1. Students will design a community library within an urban infill site over the course of the semester. The design must address the urban context and user needs through its formal design, spatial programming, and environmental and technological systems integration.
2. The project will go through sketch design, design development, and design visualization phases to explore the massing and layout, finalize the design, and complete presentation materials. Students must consider legislative requirements and design a library between 1,800-2,000 sqm spanning 3-5 storeys.
3. The design will be evaluated based on its response to the urban context, compliance with requirements, spatial programming, and integration of environmental and technological aspects to create an inspiring community space.
This document outlines a design project for students to create an object such as a mask, helmet, or glove to represent themselves. It provides guidelines for the project, including using specific materials, a size limitation of 400mmx400mmx400mm, and submission requirements of a 3D artwork and presentation board. The project aims to help students explore self-identity and creative design processes through abstract interpretation applied to an object worn on the head, hands or face. Students will generate concepts through exploration, sketching, selecting a form, and applying materials to represent themselves.
Arc1126 project 2b retreat house (aug 2015)Darshiini Vig
This document provides instructions and requirements for an architectural design studio project to design a retreat house. Students are asked to further develop their previous site observation deck design into a 150m2 retreat house located at Cape Rachado, Port Dickson. The objectives are to introduce concepts of program, space, form and function through a user-focused design. Students must submit sketches, models, and drawings including site analysis, plans, sections, elevations and perspectives at scales of 1:100 and 1:500 to communicate their design concept and solution. The project will be evaluated based on conceptual development, appropriateness of form and space, and visual/verbal presentation quality.
This document provides instructions and requirements for a student design project called "Project 2: Self Expression through Architectural Space" or the "Life Capsule" project. Students will work in groups to design a confined living space no larger than 8 cubic meters that can accommodate all the daily needs of a single user over 24 hours through multifunctional furniture. The interim submission involves designing the exterior shell, while the final submission requires a 1:1 scale cardboard model of the interior space and furniture. The project aims to enhance students' understanding of how the human body interacts with and shapes space through consideration of anthropometrics and ergonomics. Submissions will be evaluated on creative use of space, compliance with requirements, quality of drawings and
This document outlines an assignment for a Building Technology course. Students must analyze construction methods for their studio design project. They must:
1) Study precedent projects with alternative roof, facade, and structural systems. They must analyze the materials, construction, advantages, disadvantages and appropriateness of each system.
2) Propose two alternative facade schemes for their design, implementing the precedent systems.
3) Produce detailed sectional perspectives of two spaces - one on the ground floor and one on the top floor - showing construction details and connections between structures.
Students will be evaluated based on the thoroughness of their precedent analyses, quality of their proposed facade schemes, and detail shown in their sectional perspectives.
This project asks architecture students to design a mask that reveals their true self-identity through visual elements and principles of art. Students will analyze who they are, choose a key idea, and depict it in 2D and 3D models of a mask. The mask can be any size or shape but must be wearable. Students will present their final mask model, design process drawings and diagrams, and a 50-word write up. They will explain their design concept and how the mask presents their identity. The project aims to explore self-expression through objects and introduce basic design methods.
This document provides instructions for Project 1 of the Architecture Culture & History 2 course. Students will work in groups of 5 to analyze a building designed by one of six Modern Master architects. Each group will present information about their chosen building on a presentation board, including plans, elevations, sections, and design details. Additionally, each student must individually analyze and sketch one internal aspect of the building, such as its concepts, structure, materials or components. The group presentation and individual sketches will together make up the project assessment and will evaluate the quality of analysis and presentation.
This document outlines the guidelines and requirements for Project 1 of the Architectural Design Studio 1 course. The goal of the project is for students to represent their self or identity through an abstract 3D artwork or sculpture no larger than 300mm x 300mm x 300mm. Students will go through the design process of identifying qualities that describe themselves, generating and abstracting ideas through sketches, selecting a form and materials, and creating a final model. They will present their work along with a conceptual board explaining how their artwork relates to their self. The project aims to explore creative expression, design processes, and presentation skills.
B sc(hons)(arch) architecture studio 2 arc 1126 outline august 2015 (revised)Arvindhan Balasingam
This document outlines the course details for Architectural Design Studio 2, including the course objectives, learning outcomes, assessment plan, and projects. The course is a 6-credit studio-based class that is a continuation from Design Studio 1. It focuses on the principles of user and context in design. Students will complete two group projects and one individual project involving the design of an observation deck and retreat house considering the user and natural site context. Students will be assessed through presentations, projects, and a portfolio demonstrating their learning and skills.
B sc(hons)(arch) architecture studio 2 arc 1126 outline august 2014Anthony Chew
This document provides information on the Architectural Design Studio 2 module taken by Bachelor of Science in Architecture students. The module focuses on the relationship between user and natural context. Students will undertake two design projects - the first involves designing a shelter within a natural landscape, while the second involves designing a small dwelling for a particular user. The module aims to develop students' understanding of spatial design, human needs, and how design is influenced by user and context. Students will be assessed through group and individual coursework, presentations, and a portfolio demonstrating their learning.
This document provides instructions for Architecture Design Studio 1 Project 3, which asks students to design a "dreamspace" or hideout for a predetermined user. The space must fit within given dimensions on an empty lot between two existing buildings. Students must consider the user's personality, body type, activities and needs to design an attached interior space. The project involves developing a narrative about the user, exploring design concepts, and presenting final plans, sections, perspectives and a 1:50 scale model showing how the hideout integrates with the site and buildings. Submissions will be evaluated based on functionality for the user, form articulation, quality of drawings and models, and evidence of the design process.
This document outlines the module for Architecture Design Studio 5, which focuses on designing a community library for an urban street. The module aims to explore architectural solutions for urban infill sites and the role of community libraries. Over 14 weeks, students will study urban contexts, precedents, and design codes/regulations. They will then design a contemporary community library that responds to the urban site context through its form, culture, regulations, structure, and environment. Assessments include preliminary studies, an individual final design project, and a portfolio demonstrating the graduate capabilities developed.
Architectural design project module outline august 2016Preston Liew
The document outlines the module for the Architectural Design Project, which is the capstone project for the Bachelor of Science (Honours) in Architecture programme. The module focuses on designing a building to address a social issue through integrating technology, environment, and cultural context. Students will develop a design strategy and detailed design for a site in Putrajaya, Malaysia, addressing the theme of establishing Malaysian identity in contemporary architectural design.
This document provides information about the Architecture Design Studio 3 module, including learning outcomes, assessment components, and policies. The module emphasizes the experiential qualities of space and architecture. Students will explore spatial typologies and the concept of neighborhood through preliminary design projects. The major project involves designing a small-scale community building in response to the site context. Students will be assessed through three design projects, with the final one accounting for over half of the grade. The module uses student-centered learning approaches like group work and feedback sessions.
This document outlines the requirements and assessment criteria for a student project on skeletal construction. Students will construct a 1:1 scale shelter that demonstrates knowledge of skeletal frames and joints. The shelter must withstand a 60kg load for 2 minutes and be made only from recyclable materials. Students must submit both a physical model and an A3 report analyzing the shelter's construction, forces, and performance. The report will be assessed on documentation quality, while the overall project will be graded on understanding of skeletal construction, shelter strength, design considerations, appropriate material use, and analysis clarity.
The document provides instructions for a design project involving proposals for a memorial themed around a "journey of the 5 senses." It outlines two main tasks: 1) an analysis of two architectural precedents focusing on their spatial typologies and poetics, and 2) the design of a memorial using two contrasting spatial types that translates a provided poetry into a walk. Students are to submit analysis panels and design boards presenting plans, sections and images for their memorial proposals, along with a physical sketch model and verbal presentation. The project aims to explore issues of spatial organization and experience in architecture through these exercises.
This document outlines the preliminary project for an architecture design studio focusing on urban infill community libraries. It includes tasks for site documentation, analysis, and precedent studies. Students must document a site at their university, analyze it considering urban concepts, and study an example community library project. They must submit documentation, 8 analysis panels, and 4 precedent study panels. Students will be evaluated on their understanding of urban issues, identification and articulation of key elements, and critical analysis demonstrated in their work.
SEMESTER 3 : BUILDING CONSTRUCTION 2 MODULE OUTLINEDarshiini Vig
This document outlines a module for Building Construction 2. The module aims to develop an understanding of structural systems and their application in construction. It will cover skeletal, solid, and surface construction systems, analyzing them in terms of loads, forces, and structural possibilities. The module will be delivered through lectures, tutorials, and self-directed study. Students will complete two coursework projects applying their knowledge of construction systems. They will also take a final exam to assess their understanding of the topics covered.
Architectural design project project 1b brief august 2016Preston Liew
1. This document outlines the design strategy proposal project for an architecture design course. Students will develop 2-3 design options for a proposed building project based on research and site analysis conducted previously.
2. Students are expected to explore concepts through sketches, diagrams, and models to visualize different approaches. Drawings must be to scale and consider site context, environmental strategies, and regulatory requirements.
3. The final proposal will include scaled drawings, a design narrative with diagrams, and a draft report outlining the project brief, site and environmental responses, and precedent studies. Students will present their interim and final proposals.
1. This document outlines the objectives, tasks, methodology, submission requirements, and assessment criteria for Project 2 of the Building Construction 2 course. The project involves understanding forces in building construction.
2. Students will be assigned to groups and asked to propose and model either a tensile/membrane or grid shell structure using appropriate materials and joints. They will analyze the model's success and mitigation measures.
3. Deliverables include a constructed model on an A3 board, a completed A2 presentation sheet with structure introduction, process documentation, and an exploded axonometric construction detail with annotations. Assessment will consider buildability, creativity, clarity, documentation, and communication of structural understanding.
This document outlines the module for Architectural Design Studio 2. The module introduces principles of architectural design through a series of studio projects. Students will learn about spatial composition, site analysis, and translating design concepts into architectural drawings and models. There are three projects of increasing complexity: analyzing architectural precedents, designing a pavilion, and designing weekend lodging. Students will be assessed through coursework, drawings, models and a portfolio demonstrating their skills and knowledge.
Project brief 2 architecture studio 5 march 2016 v3Preston Liew
1. Students will design a community library within an urban infill site over the course of the semester. The design must address the urban context and user needs through its formal design, spatial programming, and environmental and technological systems integration.
2. The project will go through sketch design, design development, and design visualization phases to explore the massing and layout, finalize the design, and complete presentation materials. Students must consider legislative requirements and design a library between 1,800-2,000 sqm spanning 3-5 storeys.
3. The design will be evaluated based on its response to the urban context, compliance with requirements, spatial programming, and integration of environmental and technological aspects to create an inspiring community space.
This document outlines a design project for students to create an object such as a mask, helmet, or glove to represent themselves. It provides guidelines for the project, including using specific materials, a size limitation of 400mmx400mmx400mm, and submission requirements of a 3D artwork and presentation board. The project aims to help students explore self-identity and creative design processes through abstract interpretation applied to an object worn on the head, hands or face. Students will generate concepts through exploration, sketching, selecting a form, and applying materials to represent themselves.
Arc1126 project 2b retreat house (aug 2015)Darshiini Vig
This document provides instructions and requirements for an architectural design studio project to design a retreat house. Students are asked to further develop their previous site observation deck design into a 150m2 retreat house located at Cape Rachado, Port Dickson. The objectives are to introduce concepts of program, space, form and function through a user-focused design. Students must submit sketches, models, and drawings including site analysis, plans, sections, elevations and perspectives at scales of 1:100 and 1:500 to communicate their design concept and solution. The project will be evaluated based on conceptual development, appropriateness of form and space, and visual/verbal presentation quality.
This document provides instructions and requirements for a student design project called "Project 2: Self Expression through Architectural Space" or the "Life Capsule" project. Students will work in groups to design a confined living space no larger than 8 cubic meters that can accommodate all the daily needs of a single user over 24 hours through multifunctional furniture. The interim submission involves designing the exterior shell, while the final submission requires a 1:1 scale cardboard model of the interior space and furniture. The project aims to enhance students' understanding of how the human body interacts with and shapes space through consideration of anthropometrics and ergonomics. Submissions will be evaluated on creative use of space, compliance with requirements, quality of drawings and
This document outlines an assignment for a Building Technology course. Students must analyze construction methods for their studio design project. They must:
1) Study precedent projects with alternative roof, facade, and structural systems. They must analyze the materials, construction, advantages, disadvantages and appropriateness of each system.
2) Propose two alternative facade schemes for their design, implementing the precedent systems.
3) Produce detailed sectional perspectives of two spaces - one on the ground floor and one on the top floor - showing construction details and connections between structures.
Students will be evaluated based on the thoroughness of their precedent analyses, quality of their proposed facade schemes, and detail shown in their sectional perspectives.
This project asks architecture students to design a mask that reveals their true self-identity through visual elements and principles of art. Students will analyze who they are, choose a key idea, and depict it in 2D and 3D models of a mask. The mask can be any size or shape but must be wearable. Students will present their final mask model, design process drawings and diagrams, and a 50-word write up. They will explain their design concept and how the mask presents their identity. The project aims to explore self-expression through objects and introduce basic design methods.
This document provides instructions for Project 1 of the Architecture Culture & History 2 course. Students will work in groups of 5 to analyze a building designed by one of six Modern Master architects. Each group will present information about their chosen building on a presentation board, including plans, elevations, sections, and design details. Additionally, each student must individually analyze and sketch one internal aspect of the building, such as its concepts, structure, materials or components. The group presentation and individual sketches will together make up the project assessment and will evaluate the quality of analysis and presentation.
This document outlines the guidelines and requirements for Project 1 of the Architectural Design Studio 1 course. The goal of the project is for students to represent their self or identity through an abstract 3D artwork or sculpture no larger than 300mm x 300mm x 300mm. Students will go through the design process of identifying qualities that describe themselves, generating and abstracting ideas through sketches, selecting a form and materials, and creating a final model. They will present their work along with a conceptual board explaining how their artwork relates to their self. The project aims to explore creative expression, design processes, and presentation skills.
B sc(hons)(arch) architecture studio 2 arc 1126 outline august 2015 (revised)Arvindhan Balasingam
This document outlines the course details for Architectural Design Studio 2, including the course objectives, learning outcomes, assessment plan, and projects. The course is a 6-credit studio-based class that is a continuation from Design Studio 1. It focuses on the principles of user and context in design. Students will complete two group projects and one individual project involving the design of an observation deck and retreat house considering the user and natural site context. Students will be assessed through presentations, projects, and a portfolio demonstrating their learning and skills.
B sc(hons)(arch) architecture studio 2 arc 1126 outline august 2014Anthony Chew
This document provides information on the Architectural Design Studio 2 module taken by Bachelor of Science in Architecture students. The module focuses on the relationship between user and natural context. Students will undertake two design projects - the first involves designing a shelter within a natural landscape, while the second involves designing a small dwelling for a particular user. The module aims to develop students' understanding of spatial design, human needs, and how design is influenced by user and context. Students will be assessed through group and individual coursework, presentations, and a portfolio demonstrating their learning.
Module outline arch and cult 2 arc 60203 (3)Darshiini Vig
This document provides information about the Bachelor of Science (Honours) in Architecture module "Architecture Culture & History 2" at Taylor's University. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The module is a continuation of investigating architecture history development from the previous module. It will provide detailed accounts of principal developments in western architecture from the Industrial Revolution to post-World War 2. Students will research a significant building and its influences. The module aims to deepen students' understanding of architectural theory and examine developments in western architecture over the last 200 years.
Studio 4 arc60206 module outline (august 2015)Anthony Chew
This document provides information about the Architecture Design Studio 4 module taken by Bachelor of Science (Honours) in Architecture students. The module focuses on designing for environmental sustainability and community engagement through a project for a specific community within a given context. Students will explore precedent studies and design solutions that harness environmental qualities and conditions. Assessments include two design projects and a Taylor's Graduate Capabilities portfolio. The projects require consideration of environmental, social, and programmatic needs and utilize passive design strategies. Upon completing the module, students will be able to analyze site contexts, apply sustainability principles, and design architectural spaces that respond to environmental and user needs through clustered building typologies.
This document provides information about the Architecture Culture & History 2 module, including:
- It is a continuation of the investigation of architecture history begun in the prerequisite Architecture Culture & History 1 module.
- Lectures will provide accounts of Western architectural developments from the Industrial Revolution to post-World War 2, examining buildings in relation to contemporary examples and influential architects.
- Students will undertake a major research project on a significant building, investigating influences on its development and its own influences.
- The module aims to deepen students' understanding of architectural theory and examine developments in Western architecture over the last 200 years.
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Module outline building services august 2015(lecturer)Anthony Chew
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This document outlines the module for Architectural Design Studio 1. The module aims to introduce fundamental design methods, principles, and spatial design concepts. Students will complete a series of studio projects exploring self-expression, relationships between the body and space, and designing a dream space for oneself. Assessment includes individual and group projects, with evaluations of design concepts, spatial compositions, and presentation skills. The module aims to help students develop skills in spatial design, application of design elements, and communicating designs visually and verbally.
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This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
The document provides information about a module called "Constructed Landscape" offered at Taylor's University. It includes 3 key points:
1. The module introduces students to landscape architecture through theories, principles, and real world applications to prepare them with fundamental knowledge in the field.
2. Students will learn about landscape concepts, drawings, and the role of landscape architects through lectures, tutorials, presentations, field trips and discussions.
3. Students will be assessed through participation, a portfolio, and are expected to demonstrate the ability to recognize landscape elements, explain the role of landscape in sustainability, and apply basics of landscape projects.
The document provides information about the Constructed Landscape module, including:
1) The module introduces fundamentals of landscape architecture through theories, principles, and real-world applications.
2) Students will learn about landscape concepts, drawings, and the role of landscape architects in construction.
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This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
This document provides information about the Constructed Landscape module offered at Taylor's University. The module aims to introduce students to landscape architecture through lectures, tutorials, projects and field trips. It will cover topics such as landscape concepts, drawings, construction, and the role of landscape architects. Students will complete three projects - on landscape types, sustainable landscapes, and a final individual landscape design project. Their work will be assessed through presentations, portfolios and exams. The module uses student-centered learning and aims to develop students' discipline knowledge and skills in areas like critical thinking and communication.
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B sc(hons)(arch) architecture studio 2 arc 1126 outline august 2015 (revised)
1. TU Bachelor of Science (Honours) (Architecture) 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_____________________________________________________________________________________
Bachelor of Science (Honours) in Architecture / (Architecture)
Module: ARCHITECTURAL DESIGN STUDIO 2 (ARC 60205 / ARC 1126)
Prerequisite: Architectural Design Studio 1
Credit hours: 6
Instructor: Nurul Alia Ahamad (603-5629 5399 ; NurulAlia.Ahamad @taylors.edu.my)
Co-Lecturers: Angus Lee Ching Hua (ChingHua.Lee@taylors.edu.my)
Ahmad Nazmi Anuar (nazmi_anuar@yahoo.com)
Bashira Mohd Bahar (searchbashira@yahoo.com)
Bryan Chee Kok Seng (dnyks@yahoo.com)
Cheryl Ngiam leo (cherylngiam@gmail.com)
Ellie Chee Shi Yin (missycheerio@gmail.com)
Nicholas Tan (nicko851007@gmail.com)
Siti Balkish Roslan (SitiBalkish.Roslan@taylors.edu.my)
Zahra Namavar (Zahra.Namavar@taylors.edu.my)
Module Synopsis
This unit is a continuation from Architecture Design Studio 1. Students will undertake a series studio
based exercises and assignments that introduce the principles and methods of analysis, abstraction, and
synthesis in design thinking that are common to many design fields, including building and architecture.
The key emphasis of the studio is “User and Context”, which investigates the relationship between user
and natural environment. Students will undertake a series of studio-based exercises, beginning from
prototype studies to a small free standing building.
The first project requires students to ‘learn from precedents’ (which relates to the History of Modern
Architecture lectures) by interpretation and exploration of solids, planes, lines and frames in architectural
design. Emphasis is given to the elements of architecture and architectonics that generate architectural form
and space, produced by drawing and making.
Subsequently, through vigorous prototyping from Project 1, students are required to design a small free
standing dwelling for a particular user within unique and distinctive natural landscapes (the cliff, the beach,
the lake, forest…). Emphasis is given to the interpretation and synthesis of the user, site and function in
architectural design. This module is integrated with Building Construction 1, to introduce basic
understanding of build ability in design.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce spatial architectonics in the creation of architectural space and form/ understanding of
building as an assembly of parts
2. To introduce the abstraction of 2-dimensional and 3-dimensional compositions of space
3. To explore design processes through different types of drawing and making methods.
4. To emphasize the importance of space planning as a response to specific function and human
needs.
5. To examine the basic awareness that user’s need and simple context have on design decisions.
USER & CONTEXT
2. TU Bachelor of Science (Honours) (Architecture) 2 | P a g e
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Generate design possibilities through the use of architectonics in a simple architectural form
space and function
2. Translate design ideas into habitable architectural spaces through drawing and making
3. Explore architectural design through the abstraction of 2-dimensional and 3-dimensional
compositions of space
4. Interpret and analyze simple site context
5. Interpret and analyze client’s character and needs in relation to the design of a small building
6. Design a simple building type that meets user requirements and respects site context that
balances both internal (architectural spaces/layout/circulation) and external (aesthetics and
forms) design values.
Modes of Delivery
This is a 6 credit hour subject held over 14 weeks. The mode of delivery will be in the form of Lectures,
Studios and Self-study.
Contact Hours
Lecture/Studio: 8 hours/week
Self-Study: 6.5 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.
3. TU Bachelor of Science (Honours) (Architecture) 3 | P a g e
Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Able to put theories into practice. 1,2,3
1.2 Understand ethical issues in the context of the field of studies. 4
1.3 Understand professional practice within the field of studies. -
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Learn independently. 1-3
2.2 Locate, extract, synthesise and utilise information effectively. 1-3
2.3 Be intellectually engaged. 1
3.0 Thinking and Problem Solving Skills
3.1 Think critically and creatively. 5-7
3.2 Define and analyse problems to arrive at effective solutions. 5-7
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. -
5.0
Interpersonal Skills
5.1 Understand team dynamics and mobilise the power of teams. 4
5.2 Understand and assume leadership. -
6.0
Intrapersonal Skills
6.1 Manage one self and be self-reliant. -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0
Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0
Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
8
12
4. TU Bachelor of Science (Honours) (Architecture) 4 | P a g e
General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum
of 80% attendance is required to pass the module and/or be eligible for the final examination and/or
presentation.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components. Failure to attempt assessment components worth 20%
or more, the student would be required to resubmit or resit an assessment component, even though the
student has achieved more than 50% in the overall assessment. Failure to attempt all assessment
components, including final exam and final presentation, will result in failing the module irrespective of the
marks earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University.
"Work" includes written materials such as books, journals and magazine articles or other papers and also
includes films and computer programs. The two most common types of plagiarism are from published
materials and other students’ works.
1. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism
may include a sentence or two, or a table or a diagram from a book or an article used without
acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is
copied from another book, with an addition of only a sentence or two by the student.
While the former can be treated as a simple failure to cite references, the latter is likely to be viewed as
cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
5. TU Bachelor of Science (Honours) (Architecture) 5 | P a g e
these sources are clearly quoted in their assignment. Note that plagiarism also refers to materials
obtained from the Internet too.
2. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarizing
the work of other students into assignments includes using identical or very similar sentences,
paragraphs or sections. When two students submit papers that are very similar in tone and content, both
are likely to be penalized.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
§ Your ideas and questions are welcomed, valued and encouraged.
§ Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
§ You have opportunities to give feedback and issues will be addressed in response to that feedback.
§ Do reflect on your performance in Portfolios.
§ Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process.
Various teaching and learning strategies such as experiential learning, problem-based learning, site visits,
group discussions, presentations, working in group and etc. can be employed to facilitate the learning
process. In SCL, students are expected to be:
• active in their own learning;
• self-directed to be responsible to enhance their learning abilities;
• able to cultivate skills that are useful in today’s workplace;
• active knowledge seekers;
• active players in a team.
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Marks Presentation Submission
Project 1:
Famous People, Familiar Faces
Group 1,2 20% Verbal Presentation
Week 3
(10 Sept 2015)
Project 2a:
Observation Deck
Group 1 30% Verbal Presentation
Week 7
(8 Oct 2015)
Project 2b:
Retreat House
Individual 3 50%
Final Design
Review
Week 14
(1 Dec 2015)
TGC Portfolio Individual 1,2,3 Pass/Fail
Total 100%
6. TU Bachelor of Science (Honours) (Architecture) 6 | P a g e
Coursework
This module will be graded in the form of coursework. It consists of two designs project and a portfolio
submission. It emphasizes on the theme of ‘user and its context’. The details of the courseworks are as
follows: -
From left to right: Le Corbusier, Mies van der Rohe, Walter Gropius, Adolf Loos
Project 1: Famous People, Familiar Faces - Diagrammatic Abstraction (Group)
To investigate and explore how spaces are created from the making of architectural elements:
architectonics. Upon completion of the project, students should be able to achieve a level of understanding
on the works assigned and will be able to apply the idea and concept to Project 2. The idea of using pure
and diagrammatic drawing to express the architectural idea would also be in cooperated into this
assignment.
Grand Canyon Skywalk, Arizona & Farnsworth House in Plano, Illinois
Project 2 : Building + Nature
Project 2 consists of two parts;
(1) Project 2a: Observation Deck (Group of 2)
This is a 4 week project where students are required to understand the concept of simple space planning
requirement of an observation deck (with a maximum volume of 30m3) in relations to the architectural
languages from Project 1. Students are also required to conduct simple site analysis of the physical
context of the site.
(2) Project 2b: Retreat House (Individual)
This project requires the students to further explore the idea of the observation deck into a more complex
program. Students are required to understand the spatial requirement (maximum area 150m2) of a retreat
house and translate them onto architectural program that includes public and private spaces for relaxing,
dining, cooking, washing and etc.
7. TU Bachelor of Science (Honours) (Architecture) 7 | P a g e
Taylor’s Graduate Capabilities Portfolio
The Taylor’s Graduate Capabilities (TGC) Portfolio is a document that collates all assessments
produced in a module and reflects a student’s acquisition of the Module Learning Outcomes and Taylor’s
Graduate Capabilities.
• For students enrolled in the 2011 Programme Structure
The TGC portfolio is an edited A3-size bound document that includes all the assessments produced
in the module. Visual diary and process of work (packaged) are to be included as part of the portfolio
submission. Students must reflect on their learning through the TGC Portfolio Form.
• For students enrolled in the 2012 Programme Structure onwards
Each student is to develop an ePortfolio, a web-based portfolio in the form of a personal academic
blog. The ePortfolio is developed progressively for all modules taken throughout Semesters 1 to 5,
and culminates with a final Portfolio in printed form produced in the final semester. The printed
Portfolio must encapsulates the acquisition of Programme Learning Outcomes and Taylor’s
Graduate Capabilities, and showcase the distinctiveness and identity of the student as a graduate of
the programme.
Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base.
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in critical and analytical skills.
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module
matter; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawn from a module before census date, typically
mid-semester. (refer to Description 1 below).
8. TU Bachelor of Science (Honours) (Architecture) 8 | P a g e
F(W) 0 0.00 Fail
Withdrawn after census date, typically mid-semester.
(refer to Description 2 below).
IN - - Incomplete
An interim notation given for a module where a student
has not completed certain requirements with valid reason
or it is not possible to finalise the grade by the published
deadline.
P - - Pass Given for satisfactory completion of practicum.
AU - - Audit
Given for a module where attendance is for information
only without earning academic credit.
Description 1: Week 3 to week 7 (inclusive) for long semester, or week 3 to week 5 (inclusive) for short
semester. A short semester is less than 14 weeks. Not applicable for audit and internship.
Description 2: After week 7 for long semester, or after week 5 for short semester. A short semester is
less than 14 weeks. Not applicable for audit and internship.
Hurdle Assessment Guideline for Architectural Design Studio
Hurdle assessments are compulsory requirements within individual modules that must be met in order to
achieve satisfactory results in those modules. The hurdle assessment for final submission of Architectural
Design Studio modules is set at 40%. Students who obtain a D grade (40 - 49) for final submission and
overall D grade or higher for the module will be permitted a resubmission assessment. Students are
required to obtain a minimum C grade in the resubmission to pass the module. Students who obtain a Fail
grade (0 - 39) for the final submission will fail the module, regardless of his/her overall grade for the module.
Failure of the module may impede student progression.
Recommended Reading
Main References :
1. D.K. Ching, F. 1993. Architecture: Form Space and Order (2nd ed.). Van
Nostrand Reinhold.
2. Porter, Tom, 2000 Architectural Supermodel: Physical design simulation /
Tom Porter and John Neale.
3. Professional Model Making: a handbook of techniques and materials for
architects and designers.
4. Rasmussen, Steen Eiler,1958, Experiencing Architecture, MIT press.
5. Roger H. Clark, 1996, Precedents in Architecture, Van Nostrand Reinhold,
New York.
6. Sophia Vyzovoti, 2006, Super Surfaces : Generating forms for architecture,
product and fashion, Page One
7. U. Franziska, 2011. Basics: Architecture and Dynamics. Springer
9. TU Bachelor of Science (Honours) (Architecture) 9 | P a g e
Module Schedule
WEEK SESSION TOPIC
Lectures Studio
Week
O / 1
1
(25.8.2015)
Introduction to Arch.Design Studio 2
Project 1 Introduction:
Famous People, Familiar Faces
1 3 3.5
2
(27.8.2015)
Project 1
Presentation: Master Architect + Masterpiece
4 3
Week 2
1
(1.9.2015)
Project 1
Lecture 1: Precedents in Architecture
Group Tutorials - Architectural Plans Analysis +
Diagramming models
1 3 3.5
2
(3.9.2015)
Project 1
Group Tutorials - Architectural Plans Analysis +
Diagramming models
(A3 Drawings Pin-up: Interim submission)
4 3
Week 3
1
(8.9.2015)
Project 1
Group Tutorials – Final Models & Drawings
4 3
2
(10.9.2015)
Project 1 - Submission
Studio - Pin up & presentation
3 3.5
Week 4
1
(15.9.2015)
Project 2a Introduction: Observation Deck
Lecture 2: Site Analysis
Group Tutorials – Research activity
1 4 3
SITE VISIT (16.9.2015 – 17.9.2015)
2
(17.9.2015)
Project 2a
Group Tutorials – Research activity
4 3.5
Week 5
1
(22.9.2015)
Project 2a
Lecture 3: Architectural Conceptual Development
Presentation: Site Analysis
1 3 3
2
(24.9.2015)
National Public Holiday 4 3
Week 6
1
(29.9.2015)
Project 2a:
Group Tutorials – Development of conceptual models +
sketches
4 3.5
2
(1.10.2015)
Project 2a:
Group Tutorials – Drawings + models (Interim
Submission)
4 3
Week 7
1
(6.10.2015)
Project 2a
Group Tutorials – Final presentation preparation
4 3.5
2
(8.10.2015)
Project 2a - Submission
Studio - Pin up & presentation
4 3
Week 8
1
(13.10.2015)
Project 2b Introduction: Retreat House
Project 2b
Group Tutorials – Conceptual models + sketches
4 3.5
2
(15.10.2015)
Project 2b
Group Tutorials – Conceptual development
4 3
10. TU Bachelor of Science (Honours) (Architecture) 10 | P a g e
WEEK SESSION TOPIC Lectures Studio
Week 9
1
(20.10.2015)
Project 2b
Lecture 4: Architectural Space Planning
Group Tutorials - Spatial Configuration + Floor Plans
1 3 3
2
(22.10.2015)
Project 2b
Group Tutorials – Floor Plans + models
4 3.5
Week
10
1
(27.10.2015)
Project 2b
Group Tutorials – Plans, sections, elevations + models
4 3
2
(29.10.2015)
Project 2b
Studio - Pin-up crit all drawings (on butter paper)
4 3.5
Week
11
1
(3.11.2015)
Project 2b
Lecture 5: Materials and Texture in Space Making
Group Tutorials – Plans, sections, elevations + models
1 3 3
2
(5.11.2015)
Project 2b
Interim Submission - all drawings + sketch models
(Ink on formatted butter paper)
4 3.5
SEMESTER BREAK
8.11.2015 – 15.11.2015
Week
12
1
(17.11.2015)
Project 2b
Group Tutorials – Plans, sections, elevations + models
4 3.5
2
(19.11.2015)
Project 2b
Group Tutorials –Final Models + Drawings
4 3
Week
13
1
(24.11.2015)
Project 2b
Group Tutorials – Final Models + Drawings
4 3.5
2
(26.11.2015)
Project 2b
Group Tutorials – Presentation Boards
4 3
Week
14
1
(30.11.2015)
Project 2b – Pin-up 4 3.5
2
(1.12.2015)
Project 2b - Final Review (Date TBC) 4 3
Exam
Week
Exam Week
Portfolio Submission
Note: This subject outline is module to change with short notice.