ESALA MArch2 Academic Portfolio

ACADEMIC PORTFOLIO

MASTER OF ARCHITECTURE 2020/2022

Xingyu LU s2109503 Edinburgh School of Architecture & Landscape Architecture

ACADEMIC PORTFOLIO

LO1

The ability to produce a coherent, well designed and integrated architectural design portfolio that documents and communicates architectural knowledge, skills and abilities through coherent projects; and that synthesizes and presents work produced in diverse media (sketch books, written work, drawings and models, etc).

GC 2.1, 2.3, 3.3, GA 2.1, 2.4, 2.6

LO2

An understanding of the relation of the ARB Part 2 criteria and Graduate Attributes to the student's own work, as demonstrated through a referencing system, covering the totality of the criteria, in the portfolio.

ALL GC’s GA 2.6, 2.7

LO3

The acquisition and development of transferable skills to present work for scrutiny by peers, potential employers, and other public groups through structuring and communicating ideas effectively using diverse media.

GC 1.1 GA 2.2, 2.4, 2.6

MASTER OF ARCHITECTURE 2020/2022

ARB General Criteria [Part II]

GC[1]

GC[5]

GC[9]

Ability to create architectural designs that satisfy both aesthetic and technical requirements.

Understanding of the relationship between people and buildings, and between buildings and their environment, and the need to relate buildings and the spaces between them to human needs and scale.

Adequate knowledge of physical problems and technologies and the function of buildings so as to provide them with internal conditions of comfort and protection against the climate.

GC5.1 GC5.2

GC9.1

GC1.1 GC1.2 GC1.3

prepare and present building design projects of diverse scale, complexity, and type in a variety of contexts, using a range of media, and in response to a brief; understand the constructional and structural systems, the environmental strategies and the regulatory requirements that apply to the design and construction of a comprehensive design project; develop a conceptual and critical approach to architectural design that integrates and satisfies the aesthetic aspects of a building and the technical requirements of it construction and the needs of the user.

GC[2]

ACADEMIC PORTFOLIO

MASTER OF ARCHITECTURE 2020/2022

GC5.3

Understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors.

GC2.1

GC6.2

GC2.3

GC[3] Knowledge of the fine arts as an influence on the quality of architectural design.

GC3.1 GC3.2 GC3.3

how the theories, practices and technologies of the arts influence architectural design; the creative application of the fine arts and their relevance and impact on architecture; the creative application of such work to studio design projects, interms of their conceptualisation and representation.

GC6.3

the nature of professionalism and the duties and responsibilities of architects to clients, building users, constructors, co-professionals and the wider society; the role of the architect within the design team and construction industry, recognising the importance of current methods and trends in the construction of the built environment; the potential impact of building projects on existing and proposed communities.

GC[7] Understanding of the methods of investigation and preparation of the brief for a design project.

GC7.1 GC7.2 GC7.3

the need to critically review precedents relevant to the function, organisation and technological strategy of design proposals; the need to appraise and prepare building briefs of diverse scales and types, to define client and user requirements and their appropriateness to site and context; the contributions of architects and co-professionals to the formulation of the brief, and the methods of investigation used in its preparation.

Adequate knowledge of urban design, planning and the skills involved in the planning process.

Understanding of the structural design, constructional and engineering problems associated with building design.

GC4.1 GC4.2

GC8.1

GC4.3

theories of urban design and the planning of communities; the influence of the design and development of cities, past and present on the contemporary built environment; current planning policy and development control legislation, including social, environmental and economic aspects, and the relevance of these to design development.

GC[10] The necessary design skills to meet building users’ requirements within the constraints imposed by cost factors and building regulations.

GC10.1 GC10.2 GC10.3

GC8.2 GC8.3

the investigation, critical appraisal and selection of alternative structural, constructional and material systems relevant to architectural design; strategies for building construction, and ability to integrate knowledge of structural principles and construction techniques; the physical properties and characteristics of building materials, components and systems, and the environmental impact of specification choices.

critically examine the financial factors implied in varying building types, constructional systems, and specification choices, and the impact of these on architectural design; understand the cost control mechanisms which operate during the development of a project; prepare designs that will meet building users’ requirements and comply with UK legislation, appropriate performance standards and health and safety requirements.

GC[11] Adequate knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning.

GC11.1

GC11.2

GC[8]

GC[4]

principles associated with designing optimum visual, thermal and acoustic environments; systems for environmental comfort realised within relevant precepts of sustainable design; strategies for building services, and ability to integrate these in a design project.

GC[6]

GC6.1

GC2.2

GC9.2 GC9.3

Adequate knowledge of the histories and theories of architecture and the related arts, technologies and human sciences. the cultural, social and intellectual histories, theories and technologies that influence the design of buildings; the influence of history and theory on the spatial, social, and technological aspects of architecture; the application of appropriate theoretical concepts to studio design projects, demonstrating a reflective and critical approach.

the needs and aspirations of building users; the impact of buildings on the environment, and the precepts of sustainable design; the way in which buildings fit in to their local context.

GC11.3

the fundamental legal, professional and statutory responsibilities of the architect, and the organisations, regulations and procedures involved in the negotiation and approval of architectural designs, including land law, development control, building regulations and health and safety legislation; the professional inter-relationships of individuals and organisations involved in procuring and delivering architectural projects, and how these are defined through contractual and organisational structures; the basic management theories and business principles related to running both an architect’s practice and architectural projects, recognising current and emerging trends in the construction industry.

ARB Graduate Attributes [Part II]

ACADEMIC PORTFOLIO

GA[2.1]

ability to generate complex design proposals showing understanding of current architectural issues, originality in the application of subject knowledge and, where appropriate, to test new hypotheses and speculations;

GA[2.2]

ability to evaluate and apply a comprehensive range of visual, oral and written media to test, analyse, critically appraise and explain design proposals;

GA[2.3]

ability to evaluate materials, processes and techniques that apply to complex architectural designs and building construction, and to integrate these into practicable design proposals;

GA[2.4]

critical understanding of how knowledge is advanced through research to produce clear, logically argued and original written work relating to architectural culture, theory and design;

MASTER OF ARCHITECTURE 2020/2022

GA[2.5]

understanding of the context of the architect and the construction industry, including the architect’s role in the processes of procurement and building production, and under legislation;

GA[2.6]

problem solving skills, professional judgment, and ability to take the initiative and make appropriate decisions in complex and unpredictable circumstances;

GA[2.7]

ability to identify individual learning needs and understand the personal responsibility required to prepare for qualification as an architect.

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Year / Semester

Course Name

COURSE AIMS

LEARNING OUTCOMES

SYNOPSIS

COURSE/STUDIO TITLE Course/Studio Subtitle Project/Paper Title Course Code

ARB General Criteria [Part I/II]

ARB Graduate Attributes [Part II]

ARB Graduate Attributes [Part II]

General Criteria as identified in the ARB Prescription of Qualifications Handbook for Part II. The relevant Criteria for each course are highlighted in bold font to indicate when work matches these requirements.

Graduate Attributes as identified in the ARB Prescription of Qualifications Handbook for Part II. The relevant Attributes for each course are highlighted in bold font to indicate when work matches requirements.

[XL] [JZ] [YW]

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

Xingyu LU Jiamin ZHONG Yuwei WANG

INDIVIDUAL / GROUP WORK

XL JZ YW

STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

TASK/MOVE TITLE Subtitle

Task

Response

Figure Title explanation for the figure

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW

Y1 / S1

Y1 / S1

Y1 / S2

Y1 / S2

Y2 / S1

Y2 / S1

Y2 / S2

Y2 / S2

STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

8

17

23

37

43

62

69

82

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

ISLAND TERRITORIES VII: ISLAND TEMPORALITIES MONT-SAINT-MICHEL Integrated Pathway : Studio C Course Code: ARCH11091

GENERAL CRITERIA

1.1 1.2 1.3

STUDIO A

AMPL

STUDIO H

SYNOPSIS

LEARNING OUTCOMES

The opening semester of the programme seeks to initiate concepts, themes and concerns in relation to island territories, the primary object of our design enquiry throughout the MArch programme of study. This period of made investigation is intended to inform a process of exploration and analysis that will allow us to test and articulate speculations with regard to the nature of islands and their temporalities.

LO1

The ability to develop and act upon a productive conceptual framework both individually and in teams for an architectural project or proposition, based on a critical analysis of relevant issues.

LO2

The ability to develop an architectural spatial and material language that is carefully considered at an experiential level and that is in clear dialogue with conceptual and contextual concerns.

LO3

A critical understanding of the effects of, and the development of skills in using, differing forms of representation (e.g. verbal, drawing, modelling, photography, film, computer and workshop techniques), especially in relation to individual and group work.

DESIGN REPROT

Studio C consists of a number of Moves:

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

Move 01

Storm Register as drawing and film that introduces the theme of fold to my architectural thesis;

Move 02

Chimera and Plane Table that introduces the themes of chimera, transect, pivot, cast;

Move 03

Chamber Lock that introduces the theme of shadow and double;

Move 04

Curate that provides a multi-media carrier for the narrative of the complete story of fold.

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 8

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

MOVE 01 REGISTER Things We Draw from the Storm

Task Before engaging with the archive of island cities and beginning our process of surveying, of mapping on the ground, we need to build a machine of sorts, a tool for calibrating our position in relation a terrain of layered histories and narratives; of possible ideas and proposed futures. A device for drawing out an attitude.

We are to devise and craft a device that, through drawing, Registers the nature, occurrences and consequences of a storm.

Response Inspired by the Korean film Parasite, I chose the movie plots narrative as my source of the Storm.

By analysing the plot choreography of the film, I drawed a Narrative Mapping to think about the possibility of spatial mapping of movie plots. The complex lines drew to connect the plots became the scores, as are shown on a white plane paper in Origami. In doing so, fold, the concept acrossing through my two academic years, is presented.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

Film Parasite

Narrative Mapping

The storm comes when the poor family plan how to occupy the rich‘s villa.

The storm goes when they enjoy the holliday without owners. The storm comes when owners are back and they have to hide and flee and return the flooded semi-basement home.

Storms are arranged carefully in the plots, while the plots are actually storms for the film to some extent. Plot line jumps among 4 layers(locations), which means the more frequent the red line changes, the more violent the storm is, the more dramatic the story is.

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 9

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Score and Fold The storm comes when the poor family plan how to occupy the rich's villa. The storm goes when they enjoy the holliday without owners.

The storm comes when owners are back and they have to hide and flee and return the flooded semi-basement home.

Storms are arranged carefully in the plots, while the plots are actually storms for the film to some extent. Plot line jumps among 4 layers(locations), which means the more frequent the red line changes, the more violent the storm is, the more dramatic the story is. Having measure the plotstorm, the zigzag line is to be put in 3D status and fit in the scale difference in the space around myself, so as to complete the registration.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

Paper Stretched on the Table

Paper Folded in the Drawer

Having measure the plot-storm, the zigzag line is to be put in 3D status and fits in the scale difference in the space around myself, so as to complete the registration.

The paper can be stretched on the table, and can be folded in the drawer as well.

The pilot as Storms provide scores for the folding process.

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

Video

INDIVIDUAL / GROUP WORK

XL JZ YW 10

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

MOVE 02 SURVEY Chimera and the Plane Table

Task Studio G continues through three further 'moves'. The individual drawing device will guide us to the atelier formation and a project of island making which will take place within the Chimera building allocated to your atelier.

Here the island will be made manifest through a process of crafted investigation with the intention of constructing a device at the scale of a piece of furniture (The Plane Table) that both reimagines the island in question and works upon it by dint of its ability to pivot, invert, dismantle, mantle, dislocate, untether and dock forces, artefacts and conditions recognised as significant to the evolving understanding of the island as a condition of temporality and uncertainty.

Response The Mezquita-Catedral of Córdoba, as the Chimera, is such a complex with the extensive life and history of architecture and a magnificent example of architecture combining two religions, Muslim and Christian. The actual state of the building sums up an impressive layering of different epochs, styles and religious types apparently.

The historical evolution of architectural elements is concentrated on the main axis from Minaret to Mihrab, which provides scoring clues for my concept of fold.

Minaret

CHIMERA - Mezquita-Catedral [Córdoba, Spain]

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

Bell Tower

2.1 2.2 2.3 2.4 2.5 2.6 2.7

Forest of Columns

Cathedral

INDIVIDUAL / GROUP WORK

Mihrab

XL JZ YW 11

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Choreography of Fold Regarding the historical clues for scoring, I start to fold the main axis from Minaret to Mihrab, which results in a complex architecture held within the defined outline of the tower - sometimes solid, sometimes void, always strange.

Folding Result - New Tower

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 12

From the Window of the Bell Tower

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

MOVE 03 INHABIT Chamber Lock

Task The individual development of a prototypical architectural moment as a response to the analytical enquiry of the Plane Table in considered dialogue with the fabric of the Chimera.

As a Chamber, its architecture should provide sufficient accommodation for the private repose and obsessive activity of an occupant whose concerns are informed by a particular aspect of the research and analysis embedded within, and revealed through the design of the Plane Table.

As a Lock, its architecture should engage with the spatial grain and fabric of the Chimera - it should lock in place, engage. The four Chamber Locks of the atelier should be in clear dialogue with one another across the terrain of the Chimera and in relation to the Plane Table.

Response The folded architecture, with all the complex architectural elements, becomes an archive of these history moments and events manifesting the architecture evolution. After casting, the chamber lock is anchored in the courtyard, and then becomes a new tower near the old one.

Cast Result

Ground Floor Plan

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 14

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Double-towers When the chamber lock is embeded in the ground of the courtyard, the double-towers contrast each other with both complex stories the Minaret within the Bell Tower and a variety of elements folded in the chamber lock.

Therefore, the chamber lock

Sectional Perspective

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 15

Y1 / S1 STUDIO C

GENERAL CRITERIA

ATR

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

STUDIO D

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

SCAT

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

STUDIO A

2.1 2.2 2.3 2.4 2.5 2.6 2.7

AMPL

STUDIO H

INDIVIDUAL / GROUP WORK

DESIGN REPROT

XL JZ YW 16

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

COURSE AIMS

SYNOPSIS

LEARNING OUTCOMES

ARCHITECTURAL TECHNOLOGY RESEARCH

A1

LO1

An ability to appraise the technological and environmental conditions specific to issues in contemporary architecture, eg. sustainable design.

Generic and Contextual Studies

LO2

A3

Architectural Technology Research emulates the role of researcherpractitioner, recognising that architectural projects in the context of a Climate Emergency need a level of technological investigation as a prerequisite to successful low carbon design. Students will work collaboratively to conduct research into architectural environments, materials and processes with a focus on reducing the global impact of the buildings and places we design.

An ability to organise, assimilate and present technological and environmental information in the broad context of architectural design to peer groups.

The technology research includes 2 parts:

LO3

An ability to analyse and synthesise technological and environmental information pertinent to particular context (eg. users, environment).

LO4

An understanding of the potential impact of technological and environmental decisions of architectural design on a broader context.

To develop approaches for research in technology and environment, and reflect on its role in the design process.

A2 To help create an ongoing interest in the acquisition and synthesis of knowledge regarding the construction and performance of built form.

To create a wide-ranging and current technology resource available to the students through MArch1 and into MArch2.

Course Code: ARCH11075

Generic Study

Contextual Study

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

With the shared interest in the widely used material concrete, we seek to explore new developments in concrete technology; As an extended study of my studio site Córdoba, this research paper seeks to focus on the synthesized and complex light environment in the Mosque-Cathedral and explore how the combined religious architectural elements influence the daylight situation.

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 17

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

ASSIGNMENT 01 GENERIC STUDY Task The Generic Study is a research project on an aspect of contemporary technology, in response to a well-defined research question.

The research should be linked to the ‘Climate Emergency’ declared by RIBA, the Scottish Government, ESALA and organisations around the world. The research question must be agreed with your tutor.

Response NEW DEVELOPMENTS IN CONCRETE TECHNOLOGY As one of the most common building materials, concrete is widely used in modern architectural engineering process. However, the manufacture of traditional concrete not only causes great pollution to the environment, but also consumes a mass of raw materials.

Our shared interest in this widely used material has led us to explore new developments in concrete technology.

This research paper is divided with 2 main parts, including: 1. traditional concrete and its disadvantages; 2. new developments of concrete and the Advantages and Applications.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

Relationship between Concrete and Environment

Disadvantages of Tranditional Concrete

We start to explore the relationship between concrete and environment with massive consumption of natural resources and energy

Massive consumption of natural resources and energy, emission of noxious gases, urban ecosystem imbalance and difficulty of recycling.

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 18

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

New Developments With the development of concrete technology, there exist some edge-cutting methods to desgin, manufacture and apply new concrete of better properties. In this part, we focus on 3 new types of concret gas curing concrete, previous concrete and smart concrete, and use a number of cases to explore the applications and advantages of the new developments.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

CarbonCure Methodology

Gas Curing Concrete

Pervious Concrete

Smart Concrete

CarbonCure, a Canadian technology company, has developed concrete that absorbs CO2 from the air, enabling the concrete industry to improve operations while reducing its carbon footprint.

During the mixing process, liquefied CO2 (captured from places such as ammonia and ethanol plants) is injected into wet concrete. The CO2 reacts with the cement and other components in the mixture, turning it back into solid calcium carbonate.

Pervious concrete is made by changing the concrete ratio and increasing the proportion of coarse aggregate to achieve the purpose of strong water permeability and air permeability.

Smart concrete(also called self-monitoring concrete) is fabricated by adding functional fillers into conventional concrete to increase its ability to sense strain, stress, cracking, or damage in itself while maintaining or even improving mechanical properties.

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 19

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

ASSIGNMENT 02 CONTEXTUAL STUDY Task Successful design is closely correlated to a specific understanding of the technological and environmental context of a project.

The aim of the Contextual Study is to develop a deep understanding of a topic to support design development within the studio.

The research should consider a particular context (eg design studio). You may wish to discuss this with your studio course leader.

The topics for the studies are subject to agreement with the course organiser.

Response LIGHT DUALISM How is the Combined Daylight Environment Created in the Mosque-Cathedral

Lighting in Islamic and Christian Architecture With the non-hierarchical and even layout, every corner of the mosque is the same, thus providing a feeling of one person not being superior to the other in the presence of God. The concept of infinity is displayed in endlessly repeating architectural elements.

As an extended study of my studio site Córdoba, this research paper seeks to focus on the synthesized and complex light environment in the Mosque-Cathedral and explore how the combined religious architectural elements influence the daylight situation. Here, dualism refers to not only dual gods in two religions, but also dual light conditions.

While Christians need “divine light” to find the right way. In the religious buildings the clerestory light is used to emphasize the presence of God. The clerestory lighting turns the ambiance into a mystic and mysterious space, which needs a relatively high space to manifest the power of God.

Evolution of the Mosque-Cathedral The Mosque-Cathedral of Córdoba is a sublime building with a very special historical and architectural developments and where opposed spatial criteria overlap without being necessarily contradictory. Successive enlargements carried out by Caliphate and Christians architects are a lesson about how to deal with a building and how to adapt to different needs over time.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 20

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Daylight Analysis and Simulation From the original layout of the Mosque of Córdoba to the current Mosque-Cathedral, Christian architectural elements were added carefully into the Mosque and the new structures of the Cathedral were based on the remained qiblas built by past Muslim leaders.

Therefore, the even, non-hierarchical and horizontally-extended forest of arch-columns owned an absolute center, which symbolized the power of God and striked a balance in a spatial dialogue within the dualistic context.

Comparison of the original mosque and the Mosque-Cathedral

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

Daylight Analysis of the Original and Current Layout

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 21

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Daylight Analysis of the Islamic and Christian Window From calculating the total area of windows and light through every windows we could get a general data of the percentage of light provided by each kind of window. There’re 18 Islamic grilled window and 8 Christian Stained Glass window. We multiple the number of window and how much light each window provided and we could get how the light constitute in Mosque-Cathedral.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

Light Analysis of the Islamic and Christian Window

Experiment Process

Overlayer of the Conditions before and after Shutting Christian Windows

Overlayer of the Conditions before and after Shutting Islamic Windows

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 22

wwv

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

ISLAND TERRITORIES VII: ISLAND TEMPORALITIES MONT-SAINT-MICHEL Guadalquivir : The Stewardship of a River Integrated Pathway : Studio D Course Code: ARCH11092

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

STUDIO A

AMPL

STUDIO H

SYNOPSIS

LEARNING OUTCOMES

The emphasis in this course falls upon the development and refinement of the structural, material, technical, environmental and legislative aspects of the student's design project. These, however, are not pursued as ends in themselves, but as part of a fully integrated design project guided by conceptual, theoretical, contextual and ethical concerns. The course is structured around weekly studio meetings and discussions with structural and environmental consultants.

LO1

The ability to develop and act upon a productive conceptual framework both individually and in teams for an architectural project or proposition, based on a critical analysis of relevant issues.

LO2

The ability to develop an architectural spatial and material language that is carefully considered at an experiential level and that is in clear dialogue with conceptual and contextual concerns.

The second semester of Island Temporalities: island making vii is broken down into two moves:

LO3

The ability to investigate, appraise and develop clear strategies for technological and environmental decisions in an architectural design project.

Move 05

Fields+Gates+Locks(stories within stories) that moves from the world of detail, of looking in and seeing out in the Chimera, to the cultural landscape of the Field - the Guadalquivir River, the meaningful and complex architectural assemblage of the Gate and the material and structural specificity of the Lock. In this move, we further develops the theme fold in our architectural design;

LO4

A critical understanding of the effects of, and the development of skills in using, differing forms of representation (e.g. verbal, drawing, modelling, photography, film, computer and workshop techniques), especially in relation to individual and group work.

Move 06

Curate that integrates both of the first and second semesters, in order to show the evolution of the theme fold from the mosque scale to the urban scale with the context of the whole river.

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

DESIGN REPROT

XL JZ YW 23

Córdoba

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

MOVE 05 FIELDS+GATES+LOCKS stories within stories

Task In response to the Field as described above we are asked to produce an ambitious form of Field representation that clearly and creatively engages with territory, culture and environment concerns.

The Gate should be thought of as an enclosed transitional space and programme. It should be carefully conceived and articulated through crafted drawings and models and thoughtfully presented alongside the evolution of both Field and Lock.

An architectural Lock engages with a critically selected moment within the territory of the Field drawing or Gate at the detailed scale of human occupation.

Response At the very beginning, I, with my theme fold, and Jiamin, with his articulate, that is link up with Shadowscape, seek to look for the common ground in architectural language and conceptual operation with the thinking of the Chimera Mezquita-Catedral and then move to a new bigger territory - the Guadalquivir River.

Fold The act or process of bending, projecting and twisting the landscape or urban configurations as an abstract origami so that one part covers another part, resulting a multilayered contextual image.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

Shadowscape A sheltered semi-open space for living or production spaces in the form of canopy of wood or mesh that is folded, compressed, assembled by architectural fragments that describe the dynamics of rivers and tides.

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 25

Guadalquivir : The Stewardship of a River Guadalquivir : The Stewardship of a River is a proposal for a constructed microlandscape on the southern banks of the great river that, in Roman times, was navigable from Córdoba, through Saville to the Gulf of Cádiz. The spring meltwaters from the Cazorla mountains carry material that foul today’s passage requiring the river to be continually dredged of gravel and debris. This proposal facilitates this process alongside hydrological research laboratories, yards and gardens that analyse, record, nurture and replenish the plant, bird and aquatic life that inhabit the river’s 657km length. It does so in the form of a canopied public landscape of channels, beds, walls, pools and raised walkways that afford views across the rives to the city’s great chimeric form of the Mosque-Cathedral.

The mosque, itself a landscape construct – a forest of columns supporting a canopy of arches into which the vessel of the 16th Century cathedral is held – gives scale to these new facilities of stewardship to form a sort of double, a shadowscape into which public perambulations are carefully choreographed to frame views back to its referent source. The complex three-dimensional tectonic field into which these journeys are set is informed by a meticulous cartographic process of drawing and enfolding the grain of the city into which the Mezquita-Catedral de Córdoba is set – furthering the sense of reflection and registration. Like the nearby gardens of the Alcázar, the consequential landscape provides a range of environments tailored by water and shadow, a retreat from the exposure of the southern bank.

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Scribe + Score + Fold The complex urban fabric of Córdoba prompted us to seek a unique principle to provide design support for folding, which was the first difficulty for us to advance the project and the first task we needed to prepare for creating a blueprint of the final design direction. By searching the map for binary architectural elements where similar elements exist as a counterpart end points, this provides a valuable clue for us to connect the two terminal point of the score line, with a reinterpretation of the syntax of the city of Córdoba and a reconnection after deconstruction of the city through the scoring.

Scribe

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

Score

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

Fold

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 27

Y1 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Harvest + Dredge The abstract structures of the selected counterparts are extracted in a articulation method. When we harvest the seeds of the city, we dredge them from the urban grain, ready to be added to the folding process under the sedimentation force.

Counterparts Extracted

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

Harvest

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

Dredge

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 28

Folding Process

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Sediment + Drift The ecosystem of Guadalquivir River in Córdoba has been deeply researched and abstracted diagrammatically as a driving force and catalyst for the production of architectural language during the two years of our designs. We seek to define the erosion and deposition of water on architectural components through vertical, lateral and multi-dimensional accumulation and diffusion of water forces. We allow us to formulate organizational tools and interventions f o r a rc h i t e c t u r a l d e s i g n b a s e d o n t h e s e abstracted natural forces by summarizing the abstraction of the ecosystem in which river water levels fluctuate horizontally and vertically.

Then, We try to abstract the ideological pulling force of water and the compressing and pushing of the three-dimensional space by the action of water flow. Under these conditions, we can view the created olymeric substance of architectural elements as moving spatial continuums, which are influenced by time, nature and events, engaging, changing, moving and flowing though deep time.

Sediment

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

Drift

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 30

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Overall Axonometric

Exploded Isometric

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 31

Y1 / S2 STUDIO C

ATR

STUDIO D

Plan - Level 0 GENERAL CRITERIA

SCAT

Plan - Level 0 1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

STUDIO A

Plan - Level 1 10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

AMPL

STUDIO H

DESIGN REPROT

Plan - Level 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 32

Section from Site to Mosque-Cathedral

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Section B - B

Section C - C

Sectional Perspective C - C Sectional Perspective B - B

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 34

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Laboratory Roof

Laboratory Pond

Stone Harvest

Meditation Room

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 35

View from City in the Southern Bank

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

COURSE AIMS

SYNOPSIS

LEARNING OUTCOMES

STUDIES IN CONTEMPORARY ARCHITECTURAL THEORY

A1

Develop and expand your understanding of what theory is, and how it relates to architecture, design and the city;

LO1

A2

Enhance your skills in critical reading and analysing the ideas presented in texts.

A capacity to research a given theme, comprehend the key texts that constitute the significant positions and debates within it, and contextualise it within a wider historical, cultural, social, urban, intellectual and/or theoretical frame;

Thinking in Movement: Body, Place, Gesture

LO2

A3

Refine your ability to write and communicate a focused critique of, and response to, texts.

This course takes Laban’s quote as the propulsive provocation of our inquiry, where we seek to explore place and place making through the moving body and its range of modalities of articulating space. Through concentrating on specific gestures of the perceiving body, such as glancing, walking, improvised dancing, the living architecture of the body’s “getting placed” will be explored in relation to changes of position and posture and the incumbent perspectives these offer.

An understanding of the way theoretical ideas and theories, practices and technologies of architecture and the arts are mobilized through different textual, visual and other media, and to explore their consequences for architecture;

LO3

An ability to coherently and creatively communicate the research, comprehension and contextualisation of a given theoretical theme in relation to architecture using textual and visual media.

Course Code: ARCH11070

The course will also explore how texts themselves embody movement, perform thinking moves – shifts of positions, leaps, swerves, changes in rhythm that move us beyond where we were in our understanding; lead us...elsewhere. The students will be challenged to view their own writing forms as bodies that are formed through movement in the pivoting structures of sentences, page designs, proximities of image to text and gaps/transitions between one point and the next.

The course is based on two assignments: reading diary and essay:

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

Reading Journal

The reading journal records my ongoing critical reflections and responses to the weekly readings and seminar discussions.

Essay

An illustrated essay that explores an issue of my choice, arising from the seminars and readings.

The essay is not intended to be a comprehensive analysis or overview of the material covered in the seminar option, but rather an investigation of a specific topic connected to it that interests me.

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 37

Y1 / S2 STUDIO C

ATR

STUDIO D

WEEKLY DISCUSSION

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Presentation

Session 1

X Marks the Spot

Session 2

Contact Improvisation: Moving as an Essay in Form

Session 3

Movement Lab

Session 4

Glancing en Route

Session 5

Breathing Atmospheres

Session 6

Dwelling and Tongue

Session 7

Traversing the page: Implaced Writing

Session 8

Imaging Thought: Reading what was never written

Session 9

Tentacular Thinking

Session 10

Rhythm’s Refusal

GENERAL CRITERIA

SCAT

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 38

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

ASSIGNMENT 01 READING JOURNAL Task The reading journal (course diary) records your ongoing critical reflections and responses to the weekly readings and seminar discussions. You should report on these and elaborate upon the significance of some aspects of the readings for contemporary architecture and/or urbanism.

Each weekly entr y should be at least 500 words and it should be illustrated as appropriate.

Glancing en Route STOCKHOLM COMPLEX

Response The collection of reflective writings explore the relationship between self and the others, and the world. My interest on Maurice Merleau-Ponty's theory makes me choose 5 topic to connect the text itself, the movement thinking with the architectural design and spatial thinking.

Contact Improvisation: Moving as an Essay in Form PERIPHERAL WORLD: ONE AND OTHERS

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

Tentacular Thinking TENTACULAR THINKING ON STRUCTURE

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 39

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Dingzhen and interspersed anadiplosis The opportunity to make a presentation about session 7 Traversing the page: Implaced Writing inspires me to deeply read the structure of the text of May mo(u) rn: transitional spaces in architecture and psychoanalysis - a site-writing. In doing so, it reminds me of a figure of speech, Dingzhen(Thimble), which is often used in ancient Chinese poetry and also in English literature. Corresponding to May Morn's original text, it is more like interspersed anadiplosis.

Traversing the Page: Implaced Writing INTERSPERSED ANADIPLOSIS

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 40

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

ASSIGNMENT 02 ESSAY Task An illustrated essay (approximately 3,000 words + abstract + references + captions) that explores an issue of your choice, arising from the seminars and readings. The essay is not intended to be a comprehensive analysis or overview of the material covered in the seminar option, but rather an investigation of a specific topic connected to it that interests you.

Response FROM [ELEMENT] TO [EVENT]: HOW DO WALLS INFLUENCE PERCEPTION SPATIOTEMPORALLY? Based on the theory of phenomenology of perception, the essay seeks to explore how the wall, as a basic architectural element, acts as an architectural event, and influent people's perception both in space and time, in expectation of resisiting strong dominance of the existing ocularcentric tradition.

Taking the wall as a clue, the essay focuses on my own experience in the Mrgadava Museum of Carved Stone Arts in Chengdu, which includes guidance of human movement and path, the material and construction of the walls, and temporality of the walls.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

Roof Stairs in the Mrgadava Museum of Carved Stone Arts

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

Sketches

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 41

Y1 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Walls' Story This essay is divided into 3 parts: Movement and Path: Story between Inside and Outside Material and Construction: Story of an Artificial stone Temporality: Chronicle Story

Movement and Path

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

Material and Construction:

11.1 11.2 11.3

GRADUATE ATTRIBUTES

Temporality

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 42

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

ISLAND TERRITORIES VII: ISLAND TEMPORALITIES MONT-SAINT-MICHEL Les Nuages : Cloud-drifts on the Couesnon Integrated Pathway : Studio A Course Code: ARCH11093

1.1 1.2 1.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

STUDIO H

LEARNING OUTCOMES

Semester 1 will follow the narrative sequence of a shipwreck in the Bay of Mont-Saint-Michel. Students will be asked to identify and dismantle a Vessel from their existing Thesis [Integrated Pathway] to salvage and reassemble within a critically identified housing in the complex architectural chimera of the island of Mont-Saint-Michel. Through drawing, construct and archival research a particular representation of Mont-Saint-Michel will develop, a discrete understanding of land and water, rock and abbey that will act as a map and a guide for Fieldwork in Week 5 and beyond. Transformed through re-drawing and remaking, both the architecture of the Vessel and the architecture of the abbey island will change as the housing and that which is housed become a dwelling, a House of Estrangement as a small, highly developed and finely detailed architecture.

LO1

A sophisticated approach to the programmatic organization, arrangement and structuring of a complex architectural assemblage in a loaded contextual situation (eg. the built, social, historical, technological, urban and environmental contexts).

LO2

A knowledge of how to develop the structural, constructional, material, environmental and legislative aspects of a complex building to a high degree of resolution, with reference to discussions with a team of specialised consultants.

LO3

An understanding of issues relating to the questions of sustainability, and its concomitant architectural, technological, environmental and urban strategies.

LO4

A critical understanding of, and ability to present complex design proposals through appropriate forms of representation (e.g. verbal, drawing, modelling, photography, film, computer, installation, performance and workshop techniques).

Studio A consists of one move, a complex and narrative collection which will lead to move 02 in Studio H of the next semester:

2.1 2.2 2.3

AMPL

SYNOPSIS

Move 01

GENERAL CRITERIA

STUDIO A

11.1 11.2 11.3

DESIGN REPROT

Shipwrecking - Dismantling the Vessel that introduces a shipwreck-sediment story of Shadowscape from Córdoba - Score, Fold and Sediment, which further strengthens the throughout concept of my thesis;

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 43

The Couesnon River and the Bay of Mont Saint-Michel

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

MOVE 01 SHIPWRECKING Dismantling the Vessel

Task First, we must identify the Vessel which is offered to this new context. For the continuing Island Temporalities Integrated Pathway students, this Vessel is the thesis work to date. The rich and articulate architectures that have been conceived and derived for one of the eight island territories associated with the Chimera of Córdoba.

Our first move is to therefore to identify the Vessel and to examine it carefully.The act of dismantling opens up the possibility of reassembly, a re-ordering of things.

Shipwrecks cause conditions of estrangement, of separation from the familiar order of their homeland.

Le Mont-Saint-Michel was founded as a place of estrangement, of retreat from the secular world.

Response Defined as the Vessel, Shadowscape from Córdoba becomes the shipwrecked character and is dismentled through the Couesnon River by the sedimentation force.

In this process, our theme fold is evolved as a method of compressing. After Scoring, Folding and Compressing, eventually, their fragments restructure as Cloud-drifts Estrangement House.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 45

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Compress Similar to the urban folding operation in Córdoba, these principles are used in the river of Couesnon in Mont Saint Michel, and we were initially racking our brains on how to deconstruct the texture and contextual syntax of the river, and how to use scoring to deconstruct these abstract images.

By introducing shadowscapes into the river and making it produce motion trajectories in the action of water flow, we try to examine and dissect the friction, collision and wrinkling that these motion trajectories have generated on the water texture in an abstract macro sense, and from each section of motion between the deconstructed intermediate states of the two time frames, the scoring positions that generate folding or compression contained between the two trajectories before and after are determined.

Compared to Cordova's approach, our effect on score has progressively advanced to a higher understanding of motion and spatiotemporal slices.

Shipwreck: Sedimentation

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

Score

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

Compress

INDIVIDUAL / GROUP WORK

XL JZ YW 46

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

Folding Shadow

GENERAL CRITERIA

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Nine Moves of Compressing

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 47

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

Cloud-drifts Extruded

GENERAL CRITERIA

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Shadowscape

Timber Furnitures

Roof

Envelope

Shadowscape Remvoed

Cultivation

Formation

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 48

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Laboratory

Sectional Model

Obversatory

Site Model Bedroom

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 50

Y2 / S1 STUDIO C

ATR

STUDIO D

Plan - Level 0

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

SCAT

STUDIO A

AMPL

STUDIO H

Plan - Level 1

Plan - Level 2

Plan - Level 3

Laboratory, Kitchen & Bath

Observatory & Bedroom

Observatory

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

DESIGN REPROT

XL JZ YW 51

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

Foundation

Truss Column

Space Truss

H Beams

Steel Column

Roof Frame

Wood Keel

Envelope

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Construction Sequence

Exploded Isometric

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 52

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

Laboratory Exploded

STUDIO A

Observatory Exploded

AMPL

STUDIO H

DESIGN REPROT

Bedroom Exploded

Exploded Isometric

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 53

Hydrological sand table model in the Laboratory

Y2 / S1 STUDIO C

ATR

STUDIO D

Plan - Laboratory

GENERAL CRITERIA

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Section & Detail - Laboratory

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 55

Observatory

Y2 / S1 STUDIO C

ATR

STUDIO D

Plan - Observatory

GENERAL CRITERIA

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Section - Observatory

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 57

Garden on the Bedroom Roof

Y2 / S1 STUDIO C

ATR

STUDIO D

Plan - Bedroom

GENERAL CRITERIA

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Section & Detail - Bedroom

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 59

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

Sectional Perspective - Laboratory

GENERAL CRITERIA

STUDIO A

Sectional Perspective - Observatory

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

AMPL

STUDIO H

DESIGN REPROT

Sectional Perspective - Bedroom

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 60

Y2 / S1 STUDIO C

ATR

STUDIO D

ARCHITECTURAL MANAGEMENT, PRACTICE & LAW Critical Contemporary Practice(s) Essay, Course Report & Regulatory Drawings

Course Code: ARJA11002

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

COURSE AIMS

SYNOPSIS

LEARNING OUTCOMES

A1

Acquire understanding of the processes and delivery of design, and project and practice management.

LO1

An understanding of practice manage-ment and codes of professional conduct in the context of the construction industry;

A2

Understand the concept of professional responsibility and the legal, statutory, and ethical implications of the title of architect.

The course is organised around a series of core lectures offered by academics, policy experts, architectural practitioners and other professionals operating in the built environment. These are grouped according to the priorities for contemporary architectural practice identified by the RIBA.

LO2

An understanding of the roles and re-sponsibilities of individuals and organisa-tions within architectural project procure-ment and contract administration, including knowledge of how cost control mechanisms op-erate within an architectural project.

A3

Understand the roles and responsibilities of the architect in relation to the organisation, administration and management of an architectural project.

Critical Contemporary Practice(s) Essay

exploring one of the areas of contemporary practice described in the lectures which structure this course;

LO3

An understanding of the influence of statutory, legal and professional responsibil-ities as relevant to architectural design projects.

A4

Develop an awareness and understanding of the financial matters bearing upon the creation and construction of the built environment.

Course Report

summarising, critiquing, questioning and exploring the range of topics explored through the lecture series and the contract game;

A5

Develop an awareness of the changing nature of the construction industry, including relationships between individuals and organisations involved in modern-day building procurement.

Regulatory Drawings

studying and describing how a critically selected precedent (or precedents) responds to aspects of the Planning, Building Regulations, Equality Act and/or Construction Design and Management (CDM) regulatory frameworks.

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

Through all these, the course submissions are based on 3 parts:

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 62

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

ASSIGNMENT 01 Critical Contemporary Practice(s) Essay Task Research and write a critical essay exploring one of the areas of contemporary practice described in the lectures which structure this course. This essay should be framed by your interests in response to the course content. Suggested questions or topics have been prepared to guide you in identifying a subject which might form the basis of such an essay; these are included with the lecture synopses at the end of this syllabus. These topics align with the lectures. You may take one of these questions directly, exploring and developing it through your work, or form your own questions or topics in response to the themes discussed.

Response BEYOND ACCESSIBILITY: HOW REGULATIONS GUIDING INCLUSIVE DESIGN EVOLVED, A N D H O W T H I S H A S I M PA C T E D ARCHITECTURAL PRACTICE? Based on inclusive design, the essay seeks to explore how regulations guiding inclusive design evolved over time, and how this has impacted architectural practice from different angles. The prototype of Inclusive Design originated from the concept of Barrier-free Design in the United States, developed from Universal Design movement, and formed from the expansion and deepening of its defi nition in the UK.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

Evolution of Regulations Guiding Inclusive Design

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 63

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Influence on Architecture Design In terms of the influence on architectural design practice, this essay will be divided into four parts to study the transformation of design focus from four dimensions: from Homogenization of Design to Diversity of Design, from Co-existence Space to Shared Space, from Specialised Design to Universal Design and from Place Dependence to Place Identity, will be analysed in combination with architecture cases.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

The Differences in Abilities and Needs from Homogenization of Design to Diversity of Design

The Use and Experience of Visitors from Specialised Design to Universal Design

Overlapping and Conflicting Needs from Co-existence Space to Sharing Space

Positive Emotional Bond between the Visitor and the Site - from Place Dependence to Place Identity

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 64

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

ASSIGNMENT 02 Course Report Task Prepare a Course Report summarising, critiquing, questioning and exploring the range of topics explored through the lecture series. Where the Critical Contemporary Practice(s) essay develops understanding in depth, this Course Report is intended to engage with the full breadth of themes and topics described by contributors. Through this report you are to present a series of short reflections on the key course content.

Response Having learnt from the lectures, I choose 4 topics to further think and reflect on the different areas: health & life safety - trial by fire, professional practice building with bim, ethics and social purpose planning for the future: architects and design codes and climate innovation and the climate crisis.

As for the contract game, I make my contractual situation response on the contractual scenario 01 about the site-start issue.

Refl ection on the External Wall Materials of High-rise Buildings and Fire-safety Regulations in China

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

Case Study of Sustainable Design: Commerzbank Headquarter, Foster and Partners

INDIVIDUAL / GROUP WORK

XL JZ YW 65

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Contract Game The client is awaiting final confirmation of external funding for the building project, a large public building incorporating an existing structure. This has not been received in time to enable work on site to begin at the date given in the contract. The client has requested that this date be changed. Is this permissible in the terms of the contract?

What are the consequences of deferring the start of works?

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 66

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

ASSIGNMENT 03 Regulatory Drawings Task Produce two curated drawings studying and describing how a critically selected precedent (or precedents) responds to aspects of the Planning, Building Regulations, Equality Act and/or Construction Design and Management (CDM) regulatory frameworks.1 Explore how these frameworks impact and shape the design of these precedents, or how these precedents work to change, amend or overturn these frameworks.

BIBLIOGRAPHY (CEC) The City of Edinburgh Council.2020.“Edinburgh Design Guidance 2020” Accessed Jan,2020 https://www.edinburgh.gov.uk/local-development-plan-guidance-1/ edinburgh-design-guidance

Response MARKET STREET HOTEL

(CEC) The City of Edinburgh Council.2020.“Old Town Conservation area Character Appraisal” Accessed 10 Feb,2005 https://www.edinburgh.gov.uk/directory-record/1099435/old-townconservation-area

Edinburgh is a historical city with its distinct geography and rich and varied heritage of buildings and urban design combine to create a unique cityscape. This case lies within the Old Town Conservation Area and within the Edinburgh World Heritage site. The project team have created a concept approach that will work with the historical aspects of the site to create a unique luxury combination of historical elegance and contemporary design.

This report presents associated regulatory requirements especially in heritage preserve and how does the design respond in order to understand and qualify these regulations.

(CEC) The City of Edinburgh Council. 2016. “Edinburgh Local Development Plan.” Accessed 28 Oct, 2020. https://www.edinburgh.gov. uk/localdevelopmentplan.

Scottish Government. 2020. “Building standards technical handbook 2020: domestic” Accessed 2 Dec,2020. https://www.gov.scot/publications/building-standards-technicalhandbook-2020-domestic/ Scottish Government. 2020. “SESplan Strategic Development Plan” Accessed 29,Nov,2016. https://www.gov.scot/publications/sesplan-strategic-development-plan/ ArchDaily, “Market Street Hotel / Jmarchitects” [J/OL] https://www. archdaily.com/933437/market-street-hotel-jmarchitects Jmarchitects, “Market Street Hotel, Edinburgh” [DB/OL] http://www. jmarchitects.net/projects/market-street-hotel/ Edinburgh Architecture, “Market Street Hotel Edinburgh” [DB/OL] https:// www.edinburgharchitecture.co.uk/market-street-hotel-building Construction News, “ISG squeezes hotel into Edinburgh Old Town gap” [DB/OL] https://www.constructionnews.co.uk/contractors/isg/isgsqueezes-hotel-into-edinburgh-old-town-gap-27-09-2017/

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 67

Y2 / S1 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Planning The Edinburgh City Local Plan (ECLP) was adopted in January 2010 and provides the statutory planning policy framework for the city, including site specific allocations for the major land uses classes.

The Core aims of the Plan are set out in paragraph 2.10. This advises that through the ECLP the Council will (inter alia): • “Encourage high quality, sustainable development which strengthens the city’s economy and role as a capital city and enhances its economic competitiveness; • P ro m o t e t h e h i g h e s t s t a n d a rd s o f architectural and urban design and encourage innovation; • Protect the built and natural heritage of the city and have special regard for the impact of new development on the World Heritage Site; • Encourage shopping and other complementary facilities in locations convenient to serve residents, workers and visitors; • Encourage sustainable lifestyles and minimise the contribution that growth makes to climate change; • Ensure that the city’s growth is inclusive and contributes to the needs and quality of life available to everyone.”

Window Form During the design iterations the design began to develop a strong link with the height and mass of the Scottish baronial, Cockburn Hotel buildings, with uneven roof lines and crenelated battlements often broken by stepped gables. Much of the elevation consists of dominant features of verticality and solidity, restrained decoration and use of repetitive window geometry and rationalised facades, features that are strong within the Scottish baronial context.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 68

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

ISLAND TERRITORIES VII: ISLAND TEMPORALITIES MONT-SAINT-MICHEL Fraying the Sea Dyke – depolderisation through aquaculture Integrated Pathway : Studio H Course Code: ARCH11174

The final semester of island territories vii provides space to bring the architectural design thesis, Island Temporalities: Mont-Saint-Michel, to a point of finely crafted resolution through a process of critical curation. On the one hand, it is a period of remembering and re-articulating the process of research that has informed the evolution of the thesis proposals to date. On the other, it is an opportunity to explore the full extent of the architectural consequences of this work through a structured period of representation. These concerns are not separate rather, they are vitally interconnected and we will treat them as such. Studio H and Studio D provide an opportunity to make visible the unique architectural language of your individual practice as it has evolved over the past semesters of thinking and making.

LO1

The ability to develop a research inquiry which is clearly and logically argued, has awareness of disciplinary and interdisciplinary modes of research, draws from specifically defined subject knowledge, and is relevant to current architectural issues.

LO2

The ability to test hypotheses and speculations in architectural design, which may be informed through materials, processes and techniques of building, the design and development of cities, histories and theories of architecture and the related arts, or management, practice and regulatory frameworks.

LO3

A critical understanding of, and ability to present complex design proposals in the context of a research inquiry through appropriate forms of representation (eg. verbal, drawing, modelling, photography, film, computer, installation, performance and workshop techniques)

Studio H consists of move 02, which continues move 01 in Studio A of the last semester:

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

STUDIO H

LEARNING OUTCOMES

a. b. c. d. e. f.

1.1 1.2 1.3

AMPL

SYNOPSIS

Move 02

GENERAL CRITERIA

STUDIO A

11.1 11.2 11.3

DESIGN REPROT

Scapeland – Seeding Islands that introduces a bigger picture of the territory. The process includes: Seeding an Island Drawing the Field Defining the Island Situating the Gate(s) Crafting the Island Curation

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 69

Depolderisation of the Bay of Mont Saint-Michel

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

MOVE 02 Scapeland Seeding Islands

Task The final semester draws the architectural thesis to a close with a consummate act of island making. For the integrated pathway students in semester one of the first year, insularity, temporality and uncertainty were the object of conceptual and architectural invention. In their second semester, urbanity, the scales of an islandt condition from the gigantic to the miniature were tested through a Field, a Gate and a Lock, a spatial arrangement able to engage inhabitation and climate and the possible protocols of sustainability in a constantly changing environment.

Response In this semester, we seek to continue the story of the shipwrecked Shadowscape. From the dam to Mont Saint-Michel, the Shadowscape, derived from Córdoba, as the vessel, drives the outline of the whole landscape along the Couesnon river. After several stages such as scoring and compressing, shadowscape is compressed into a delicate, complex, organic and mysterious landscape construct. This large landscape has been dismantled by the impact of the sea and the acting forces of sedimentation, and has drifted to dykes on the edge of saltmarsh.

Mapping

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 71

Fraying the Sea Dyke – depolderisation through aquaculture Fraying the Sea Dyke develops in relation to current thinking towards the depolderisation of certain areas of the north French coastline as a possible response to rising sea levels. The proposal explores a possible new form of aquaculture that intervenes into the expansive fabric of the nineteenth century polder landscape of the Bay of Mont-Saint-Michel in the form of a series of constructed landscape seams. Each of these seams act as transitional gates and breach the outer sea dyke to choreograph the ingress of the tides. In so doing, they flood certain areas to form an extension to the salt marsh habitats held by a secondary inner dyke and feed a series of pools that expand the local rich economy of aquaculture – specifically the cultivation of oysters for which the region is renowned. The pools and their associated laboratories and storehouses, the architectural forms of which reinforce the seam, provide the sequence of nursery beds and desalination pools required prior to and following the four year exposure of the oysters to the deeper tidal zones through elevated baskets arrayed out beyond the marsh.

This frayed landscape forms a disturbance sea dyke’s path – a slowing of the pilgrimage route from the Chapelle Saint-Anne-de-la-Grève in the west to Mont-Saint-Michel along the ridge of the dyke. At this level, the new landscape provides an elevated public realm of repose, refreshment and bathing pools at once witnessing the extraordinary cultivation of the sea and exposing views towards the abbey island beyond.

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Before

Depolderisation The dyke fragments would evolved into a series of narrow stone fjords and ditches, as transitional gates, guiding the mud and sand to corrode towards the field in the future, creating a unique silt landscape prior to secondary dykes. By fraying the sea dyke, it develops in relation to current thinking towards the depolderisation of certain areas of the north French coastline as a possible response to rising sea levels.

Ongoing

After GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 73

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

I

II

VII

VIII

III

IV

IX

X

V

VI

XI

XII

AMPL

STUDIO H

DESIGN REPROT

Dykes as Seams The fraying process explores new form of aquaculture that intervenes into the expansive fabric of the nineteenth century polder landscape of the Bay of Mont-Saint-Michel in the form of a series of constructed landscape seams. Each of these seams act as transitional gates and breach the outer sea dyke to choreograph the ingress of the tides.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 74

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

MOVE 4 The Grow-out Farms

MOVE 1 The Hatchery

MOVE 2 The Micro-nursery

MOVE 3 The Nursery

MOVE 5 The Screening

CHAMBER 1 Laboratory CHAMBER 2 Equipment

The landscaped walkways extend the dam and sea dykes, connecting a series of oyster pools that expand the local rich economy of aquaculture – specifically the cultivation of oysters for which the region is renowned. This series of pools and their associated laboratories and storehouses, the architectural forms of which reinforce the seams, provide the sequence of nursery beds and desalination pools, provide the sequence of nursery beds and desalination pools required prior to and following the four year exposure of the oysters to the deeper tidal zones through elevated baskets arrayed out beyond the marsh.

LIVE FOOD Natural Phytoplankton

POOL 1 Research POOL 2.1 Hachery

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

CHAMBER 4 Clean & Screen

of tion w a o rkfl ultiv wo ters c oys

Pools Series

GENERAL CRITERIA

CHAMBER 5 Decant, Sort & Calibrate

CHAMBER 3 Micro Nursery

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

POOL 2.2 Hachery POOL A Phytoplankton

POOL 3.1 Nursery POOL B Phytoplankton

POOL C Phytoplankton POOL 3.2 Nursery

INDIVIDUAL / GROUP WORK

POOL 4 Finishing Pool

XL JZ YW 75

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

cultivation pools & phytoplankton pools

wooden shadowscape

steel supports

timber walkways

timber platforms

gabion sea dykes

grow-out farms

Exploded Isometric

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 76

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Plan Level 0 - Laboratory

Roof Plan Plan Level 0 - Nursery

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 77

Sectional Perspective

Y2 / S2 STUDIO C

GENERAL CRITERIA

ATR

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

STUDIO D

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

SCAT

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

STUDIO A

2.1 2.2 2.3 2.4 2.5 2.6 2.7

AMPL

STUDIO H

INDIVIDUAL / GROUP WORK

DESIGN REPROT

XL JZ YW 79

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

Table Field Drawing

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

AMPL

STUDIO H

DESIGN REPROT

Exhibition Tbale

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 81

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

COURSE AIMS

SYNOPSIS

LEARNING OUTCOMES

DESIGN REPORT

A1

This core module, taken in the second semester of the MArch Year 2, requires the student to produce a comprehensive design report that documents in detail the final studio project the completed during the MArch Programme.

LO1

Fraying the Sea Dyke – depolderisation through aquaculture

Construct a design report as a designed object that effectively, efficiently and eloquently introduces an architectural design project or design thesis undertaken during the MArch Programme.

The ability to communicate, critically appraise and argue the rationale of a design proposal using text and image in the context of a printed report.

LO2

A2

Appropriately structure and present a comprehensive design report as a fully referenced academic document which demonstrates integrated understanding of a range of architectural issues of culture, technology, professional practice, value, theory and design and reflects upon aspects of personal architectural practice.

The Design Report sets out the research and design development undertaken, incorporating images including the key representations of the project itself. The design report should allow the reader to follow the student’s study process, allowing an understanding of the material examined, decisions taken, etc. The design report is also a reflective document allowing the students to reflect not only on their finished project but also a key aspect of their methodology and practice.

Demonstration, through architectural design, of the integration of knowledge in architectural theory, technological and environmental strategies, and an understanding of architecture's professional and economic context.

LO3

The development of transferable design skills and techniques through the preparation of a sophisticated graphic document.

Course Code: ARCH11069

For us, the Design Report includes not only the final Studio H, but also all the projects throughout 4 semesters. Therefore, we seek to organize the connection between the final project and the previous keywords by sequential and interlacing.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 82

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

MOVE 02 Scapeland Seeding Islands

Task The report is to be a designed object as well as an academic document. While the ongoing pandemic will demand that this is a digital pdf submission only, it should be conceived and presented as though ready for print.

Response SEQUENTIAL The final project: Fraying the Sea Dyke – depolderisation through aquaculture INTERLACING Connect 4-semester projects with key words: Score, Fold, Sediment, Drift & Dwell

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 83

Y2 / S2 STUDIO C

ATR

STUDIO D

SCAT

STUDIO A

AMPL

STUDIO H

DESIGN REPROT

Script These two years of design evoke us to continuously sublimate the two main concepts of folding and sedimentation and their exploration of new architectural language. The exchange and iteration of architectural elements across time and space between Córdoba and Mont Saint Michel allows this new architectural language to break down physical boundaries. And they continue to collage, shatter, layer, distort, and collide into different combinations and uncertain spaces in the interface of independent space-time and geographical environment.

This creates a heterogeneous concept of time and space for us to flow abstract images that are different from reality at the level of consciousness and thinking.

GENERAL CRITERIA

1.1 1.2 1.3

2.1 2.2 2.3

3.1 3.2 3.3

4.1 4.2 4.3

5.1 5.2 5.3

6.1 6.2 6.3

7.1 7.2 7.3

8.1 8.2 8.3

9.1 9.2 9.3

10.1 10.2 10.3

11.1 11.2 11.3

GRADUATE ATTRIBUTES

2.1 2.2 2.3 2.4 2.5 2.6 2.7

INDIVIDUAL / GROUP WORK

XL JZ YW 84