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table of contents What is 454 all All About? This Year’s Challenge... Meet the Team Meet the Students Timeline Philosophy Cardboard Experiential Models Strcutural Models Project Development Final Output The Insider Editors
tIMELINE
Different format, different approaches, but creative output, considerable depth in the meanings Express philosophical language, architectural language and time-specific story (present and future)
The Kick
Good attempts, creativity
Engineering solutions, variation in approaches (structure, experience, story). Some projects fell because of humidity
To create using cardboard: A 1. A Wall 2. Corner (2 planes together) 3. Corner (3 planes together) 4. Elements meeting together (2) 5. Elements meeting together (3) .B. Evolution in story depth
Cardboard development
Breaking Dawn
Exhausted from the cardboard project submission, students didn’t work enough for the submission A. Clear Statement, vision for new community, strategies to achieve vision and context. B. Experiential model telling of story (main central core + several components) in any format
Wide Awake
On the Edge
The format restricted the creativity
Reaching Out
Confused
Only 3 to 4 groups submitted as required (laziness), some did not work, similar output
Story in context Poor output, thought more about 'presentation' of the story rather than actual depth
Legend
Come Back
March
Start building cardboard of story, experiential models
A3 sheet expressing philosophy
A. Experiential model while considering:1. Experience, not a symbol 2. 3 components + main core 3. Staging and no flat surface 4. Use language of philosophy B. Think about structural systems
Numb
February
Take Off
Great models with depth in the meanings and the experiences were clear enough.
Experiential model (function, story, structural clues)
Alive Cardboard final Students left their projects for visitiors to interact. Great output.
Theme
Requirements Output
Milestones
The experiential models were more like ‘symbolic’ model and didn’t show any experience.
Performance
The structural model they created was developed to suit the project and experience Structural experiential model and think about the program
Benchmark
Students returned to their original story and site analysis to reach a suitable spaces program and massing Final program submission and massing for individual projects
Slow development of plans/sections and elevations
May
Wraping Up
Step
Students did research on the different structural systems that they can use that expresses bess their story and started to perform different trials
Final Touches
Loading
April
Create structural experiential models (several trials)
Final Submission Individual drawings
Development and structural details
Connecting the Dots
Trial and Error
Work starting to get finalised into a complete set of drawings
Program and respond to comments Students developed on their structural models to reach the final one.
Unraveling Midterm Submission (plans, layout, master plan, section, model, zoning, studies) The midterm was a great step for the students to collect the semesters’ work and unravel their real potentials
Plans, sections, elevations and connections Individual projects start to develop significantly
Showtime
Final Submission group drawings and models Groups presented their work infront of the jury
Poor
Phases Outstanding
Philosophy
Cardboard
Experiential
Stuctural
Development
Final
pHILOSOPHY
Read, understand, analyze and synthesize different philosophies
(Modernism, Post-modernism, Structuralism, Post-structuralism and Phenomenology)
cARDBOARD
Folded Structures
common systems
REPETITIVE UNITS
REPETITIVE SYSTEMS
Hybrid System
Understanding the cardboard Material Its Strucural Potentials and Limitations...
Testing the strength of the students’ experimentations with the material by applying various forces and moments at certain points and breaking the cardboard trials into their basic components to understand the weaknesses in the designed connections.
Designs for 1-, 2- and 3-planes connections
Material Experimentation Connections with cardboard with structural integrity (from left to right: two planes, column and beam, three planes and one plane)
Post-Structuralism
Mohamed Talaia, Salma Lakany and Sherine Maher Process toward a final pavilion...
Expressing the Story Trial 1
Work in Process and feedback
Experiencing the Pavilion “The two screens are formed in front of eah other, they do not overlap. The first wall represents the inhabitant’s perspective and the second represents the government’s presepective. There are three paths to move through in the pavilion, either around any of the screens or between them. If you move around the screens, you can see through the slits the shadows created by the screens which you become part of. The slits in the inhabitant’s screen are more open, while the slits in the government’s screen are more closed. The government’s path is narrower than the inhabitants’ path. The shadows represent the reality that is formed all around the model as there is not one reality. The reality is intangible and as you enter the model, you become part of the reality. The shadows between the screens overlap showing the reality that is forced by both the inhabitants and the government.”
Growing up in scale
Challenges
Feedback
Structuralism
Maya Kazamel, Nervana El Shanty and Nourhan Hazem
The Comeback: Pavilion’s Sensual qualities
Phenomenology
Ahmed Atalla, Ahmed Dessouky and Nemat Abdallah TESTING STRUCTURAL stability
Philosophical Approach
“Phenomenology does not expect to arrive at an understanding of man and the world from any starting point other than that of their facticity. In that, facticity means the quality of being fact.�
Process
unraveling the Mystery behind these walls
Progress
Initial trial
Modernism
Angy Farid, Melanie Ragheb and Shirwet Sadek
Connections - inside the pavilion
Modernism
Menna Afifi, Mohamed El-Desouky and Nihal Lashin
Experiencing the details...
Bringing pieces together
Starting the Experimentation
eXPERIENTIAL MODELS
Post-Structuralism Mohamed Talaia, Salma Lakany and Sherine Maher
Experiential Model 1 “This experinetial model started to put the experience in context. It is composed of a horizontal mirror strip that is faced upward to represent the ring road. The other mirrors are all fragmented and placed on both sides of the horizontal strip and above it to represent the community that was divided and the community of the passbyers. The mirriors create a visual and conceptual reflection between all components which leads to a sense of belonging of each community into the other as it becomes part of it. When you see your reflection in the mirrors, you become part of the reality. The historical context has larger mirrors creating nodes as it forms the common ground which all can relate to. There is a physical and conceptual connection created between the mirrors formed by the transparent threads that do not impose by being transparent. The connection is used to orient the mirrors towards each other. The vision at this stage is embracing each inhabitants’ reality. By Inhabitants we mean the pass-byers, the authority and the inhabitants of the informal settlements.�
Experiential Model 2 “This development of the experiential model acted as a clearer division of the components of the project. The experiential componenets are connection then reflection then common ground and embracing and finally the open ended. The experiential model is composed of three types io threads, two colored and one transparent and mirrors. The model starts by having two poles which have the two colored threads that are connected by the transparent threads that brings the colored threads closer. The transparent thread is used to connect without imposing which forms the connection component. The threads start to change to reflection by changng to fragmented mirrors which form he first phase of each community seeing the other. The mirrors start to increase in size to form more ordered mirror shapes that reflect more forming the common grounf component which also reflects the surroundigs as everything becomes part of this common ground that embraces realities. The thead continues at this stage to orient the mirrors towards each other. The threads at the end connect at one pole forming the stage of potential which shows the potential of them being connected and working together to do anything that they want.�
Moving from experiential to structural models... THE TRANSITION
sRUCTURAL MODELS
structural models
Collective Feedback Short presentation by group members followed by a collective feedback based on the achievement of functionality, experience and the integrity of the structure
Development of Structural Models Based on comments generated through collective discussions, alterations to the structural models were made. Issues in the followin model such as the size, openness, accesibility and visibility of the market area (middle zone) were modified, whist using the same structural system.
Post-Structuralism Mohamed Talaia, Salma Lakany and Sherine Maher Three Components: 1. Connection and Reflection 2. Embracing Realities and Common Ground 3. Open Ending and Potential
GLASS-MARKETING WEAVE-PRODUCTION
FOAM-HUMAN TALENT
CORK-SITE POTENTIAL & RESOURCES
Trying to capture the experience created by each component, while figuring out the relation among one another
Structuralism Magdy El Dagen, Marco Hany and Sara Nagy
pROJECT dEVELOPMENT
SITE ANALYSIS
Concept “-Connect between the two divided communities that do not see eachother who are the pass-byers and the inhabitants physically and conceptually to bridge the existing gap. -Not to impose on the inhabotants and the informal settlements. -For the users to feel part of their history. -Follow an open-ended approach that gives the chance for the inhabitants and the pass-byers to find out their own potential as a result of their connection, reflection and sense of belonging. -Stitiching the community that was divided by the ring road again, stitching our project with the context and stitching thecommunity of the pass-byers and the inabitants together. -For both communities to feel part of the other. -To serve the inhabitants of the informal settlements to feel that the project is part of them.�
Post-Structuralism Mohamed Talaia, Salma Lakany and Sherine Maher
Component 1
Component 2
Component 3
Connection and reflection
Common ground and Embracing realities
Potentials and open ended
“1. Creating attractors for the pass-byers into the project. 2. Connecting the ring road to the area of the informal houses to create access points for the inhabitants. 3. Creating a bridge that connects Ezbet Khairalla to Stabl Antar. 4. Using the empty pockets in the site to create functional spaces.”
“Creating a flea market that puts the inhabitants and the pass-byers at one location where they interact and sell to each other. This creates a higher level of interaction in the linear experience as they both feel equal selling to each other. They then go to the workshop in which they both work together and learn from each other. The context of the flea market and the workshop is the Gabakhana to realte the users to the historical context. This component also integrates the currently existing footballcourt to serve the inhabitants by improving the services they have.”
“1. Creating a gallery that shows the potential of the works of both the inhabitants and the pass-byers. This gallery passes over existing rooms that are realted to the Gabakhana that will be another level of the gallery. 2. Creating an area for the children interaction as there are no spaces for interaction for the children, they play in the sloped streets. 3. Creating a parallel potential space for interaction for the roofs of the inhabitants that serves the inhabitants only to be used as 3eshash el ferakh, shading areas, green roofs or even to have parallel interaction spaces such as a Qahwa. 4. Creating an open ended platform that is flexible to be used by the users (the inhabitants and the pass-byers) according to the potential that they create together. 5. Emphasizing the street as the street has alwys benn the main interaction space and to make sure that the passbyers can experience the importance ofthe street in tis community.”
Structuralism Magdy El Dagen, Marco Hany and Sara Nagy Vocational Training centre
Why Tensegrity? “The structure system needs to show that we are branching out to the world. The system is supposed to show the world how great this area is, how rich in materials it is, and how can we turn this potential to opportunity. The system has to functional. The area provided has to be big in space and the whole system has to fully function together so that it can rise with the area.�
Exhibition Space
Production Plant
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Cutting Space "1"
Design studio
HR office
Quality Control office
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Spinning Space "1"
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT Weaving Space "1" w.c
Cutting Space "2"
Storage Space
Sorting and packaging Space
Finished products Storage Space
Weaving Space "1" Manual Cutting Space
Manual Sewing Space
w.c
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY PRODUCED AN AUTODESK BY ANEDUCATIONAL AUTODESK EDUCATIONAL PRODUCT PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY PRODUCED AN AUTODESK BY ANEDUCATIONAL AUTODESK EDUCATIONAL PRODUCT PRODUCT
Ground Floor Plan
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Dieying Space 2
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Dieying Space 1
Automated Sewing Space
Spinning Space "1"
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Materials storage
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Spinning Space "2"
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Raw Material Storage Space
Work Process Team work and continuous feedback towards a final outcome... Final Physical Models Final physical models took several different concentration approaches. Most of them were structural models, while some others had a focus on the context and its relation to the project. The variety of site locations and projects created diversity in the output in terms of the type of structure, the function, the experience, the aesthetics, the size, the targeted users, the relevance of various drawings and details to the understanding of the project and the form of the building/complex.
Feedback Feedback twice a week on students’ work taking the forms of collective group discussion and individual work feedback by the professors and teaching assistants.
Final Jury presentation
fINAL OUTPUT
Post-Structuralism Mohamed Talaia, Salma Lakany and Sherine Maher Component 1
Connection and reflection
Component 2
Component 3
Common ground and Embracing realities
Potentials and open ended
Modernism
Menna Afifi, Mohamed El-Desouky and Nihal Lashin
Concept “Reviving the Egyptian identity through an agricultural vocational and technology integrated development center that blends the technological aspects of crop production with the vocational skill training and its development for the ordinary farmer to produce a different genuine quality product.�
“Revival of the new by connecting to the past, synthesizing the missing through the existent.�
Statement
Concept “Egypt is not complete without all its parts integrated” The project’s aim is to integrate Nubians to the Egyptian fabric by showing the world their essence, and culture.
Project Components Component 1: Cultural hub that reveals the true essence and culture of the Nubian community. Component 2: Commercial piazza in which Nubians and people all around Egypt would exhibit their products and crafts, and communicate together. Component 3: Political space that in which Nubians would have a political representative who would talk for their rights and needs just like the rest of Egypt.
Structuralism
Esraa Khalil, Heidi Alam El Deen and Reham Hamad
Cultural Component
Political Component
Physical Model
Commercial Component
Structuralism Magdy El Dagen, Marco Hany and Sara Nagy Statement “Codified meaning within cultural context” Location KERDASA A suburb village in the borders of Giza Governorate combining both rural and urban properties.
Proposing the New World... “If an ordering system could be adopted to direct these hidden potentials through the talents and the reosurces of this area, develoment can be achieved and thus a better world.”
PRoject Components Vocational Training centre “In order to sart properly we need to learn the basics thawas passed on correctly. To make better use of the talents already existing in the site, and by that we are going back to the roots of our culture and making a strong base to develop up on.”
Exhibition Space
Production Plant
“The structure system needs to show that we are branching out to the world. The system is supposed to show the world how great this area is, how rich in materials it is, and how can we turn this potential to opportunity. The system has to functional. The area provided has to be big in space and the whole system has to fully function together so that it can rise with the area’s potential.”
“To know and experience the concept of the “Process”, and having all the different components under one roof with additional factors and quality control steps to introduce the order further more.”
Vocational Training centre
Exhibition Space
Production Plant
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Physical Model
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
PRODUCED BY AN AUTODESK EDUCATIONAL PRODUCT
Individual vs. Collective identity “The individual and collective identity cannot be seperated but also cannot be treated the same. To be able to create a collective identity for a group of people. This collective identity must hold a very strong base based on individual identity. This base will help the individual shine through the collective identity.”
Site Location MANSHEYET NASER Zabaleen City “Mansheyet Naser, also known as Garbage city, is a slum settlement at the base of Mokattam hills on the outskirts of Cairo, Egypt. Its economy revolves around the collection and recycling of the city’s garbage. Although the area has streets, shops, and apartments as other areas of the city, it lacks infrastructure and often no running water, sewage, or electricity.”
Modernism
Aly Adel, Farah Abou Hussein and Nancy Naser Al Deen
R&D
Market
Production
School “The market will be made out of wooden poles and tents. During the weekdays, there will be only 35 spots. On Friday, due to the huge demand for the shops, the number of shops will increase to 150 shops. The poles will all have the same dimensions and materials, but the users will get the cloth in order to show their identity and personalize their space.�