Formfield

WEEK 1 contents: Part 01A: Part 01B: Part 02A: Part 02B: Part 02C: Part 02D: Part 02E:

Overview Collecting Devices, Systems, Field Systems and Networks Process Based Experiment Application and Proposition The Frozen Moment Represent Building Assess and Critique

EXPERIMENT 1 PART 1A: OVERVIEW

FORMFIELD 3.0 HUN LIN, NEO - S3160755

LEARNING ENVIRONMENTS a) Technology, particularly the internet, has fundamentally altered notions of place, time and space - adapted from Working to Learn, Learning to Work by DEGW b) City as the office - involves multiple location and increased use of shared workplaces - adapted from Working to Learn, Learning to Work by DEGW 24/7 access made available through remotely accessing data and working from different locations

__________________________________________________________ PROCESS a) Form matters, but not so much the form of things as the forms between things - adapted from Points and Lines by Stan Allen b) Process is an emergent phenomenon created based on a series of sequenced guided rules - adapted from Points and Lines by Stan Allen The reproduction of a phenomenon relies on the characteristics and relationship between behaviours outlined by different organisms

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EXPERIMENT 1 PART 1B(i): COLLECTING DEVICES, SYSTEMS, FIELD SYSTEMS AND NETWORKS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

a) Kaleidoscopes

-

Rules:

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Identify or create a scene Rotate scene by 60 Degrees Mirror or create a symmetry axis from step 2 Array scene from step 3 radially at an evenly distributed degree

b) Bullet Time/Matrix

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Rules:

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Place multiple cameras around 360 Degrees targetted on a scene/object Fire cameras sequentially or at the same time Stitch the various frames into a single motion video Increase or decrease time frames per second for different effects

c) Camera Obscura

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Rules:

- Locate a perspective scene - Replicate the scene upside down - Shrink the size of the replicated scene

d) Fractals

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Rules:

- Form out a basic combination made of triangles, squares or circles - Create self similar structure made from step 1 around the perimeter of the original form - Continue branching if condition allows or until collision occurs

e) Cloud Formation

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Rules:

- Collectively gather vapour molecules from surrounding environment - When collides, molecules grow together into a singular body - Disperse vapour as rain once formation becomes heavier than the density of air

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EXPERIMENT 1 PART 1B(i): COLLECTING DEVICES, SYSTEMS, FIELD SYSTEMS AND NETWORKS

a) Flock Systems

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Rules:

- Avoid collisions or close encounters with flockmates - Align with the average direction of your neighbours - Stick together and steer towards the average centre of gravity of your neighbours

b) Crowds

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Rules:

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c) Ocean Convection

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Rules:

- It travels in a circular trajectory called an inertial circle - It accelerates the fastest in a horizontal axis - The objects travelling upwards is deflected to the west - The objects travelling downwards is deflected to the east

d) Army Ants

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Rules:

- Follow your neighbours’s trail moving to where concentration is highest - When there is a collision, perform a U-turn - If made to perform a U-turn, quickly turn again to resume original direction

e) Rapids

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Rules:

- Head through a one way lineage - When an object is obstructing, flow will deviate to avoid the object - Flow will merge to original direction moments after surpassing obstruction

FORMFIELD 3.0 HUN LIN, NEO - S3160755

The crowd always wants to grow Within a crowd there is equality The crowd loves density The crowd needs a direction

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EXPERIMENT 1 PART 1B(i): COLLECTING DEVICES, SYSTEMS, FIELD SYSTEMS AND NETWORKS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

a) Social Network -

Rules:

- Choose a node at random - Choose another node at random - Draw a link between them

b) River Network -

Rules:

- Advance towards a deeper terrain - Avoid collision or close encounters with other streams - Original source reduces in quantity once head stream reaches a deeper terrain

c) Group Memory -

Rules:

-

d) Termite Colony -

Rules:

- A central node is formed as the headquarter - If food source or intrusion is found, form link to inform headquarter - Dispatch is made from headquarter through vibration or scent

e) Sand Dunes

Rules:

- First collision creates a big cluster of dunes - When small dune approaches cluster dune, small dune grows and slow down while the big dune shrinks and speeds up - When a small dune collides with a cluster dune , baby dunes are formed

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Each individual is embedded with three equally spaced zones; attraction, orientation and repulsion When draw near to repulsion; perform an avoidance manoeuvre to ensure there is no collision When draw near to orientation; align to orientation with others When draw near to attraction; try to stay as close with others in this zone

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EXPERIMENT 1 PART 1B(ii): COLLECTING DEVICES, SYSTEMS, FIELD SYSTEMS AND NETWORKS

a) Social Network -

Rules:

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FORMFIELD 3.0 HUN LIN, NEO - S3160755

Choose a node at random Choose another node at random Draw a link between them Draw link between those who share a commonality Repeat step 1 to 4 and form a connection with each nodes until space is exhausted

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EXPERIMENT 1 PART 1B(ii): COLLECTING DEVICES, SYSTEMS, FIELD SYSTEMS AND NETWORKS

d) Army Ants

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Rules:

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FORMFIELD 3.0 HUN LIN, NEO - S3160755

Follow your neighbours’s trail moving to where concentration is highest When there is a collision, perform a U-turn If made to perform a U-turn, quickly turn again to resume original direction Resume original direction and repeat step 1 to 3

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EXPERIMENT 1 PART 1B(ii): COLLECTING DEVICES, SYSTEMS, FIELD SYSTEMS AND NETWORKS

e) Sand Dunes

-

Rules:

FORMFIELD 3.0 HUN LIN, NEO - S3160755

- First collision creates a big cluster of dunes - When small dune approaches cluster dune, small dune grows and slow down while the big dune shrinks and speeds up - When a small dune collides with a cluster dune , baby dunes are formed - Repeat step 1 to 3 across all surfaces

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EXPERIMENT 1

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PART 2A: PROCESS BASED EXPERIMENT

a) Social Network -

HUN LIN, NEO - S3160755

Rules:

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Establish 44 nodes as a starting point Draw a vertical or horizontal link between them Maintain a frequency (k) formula whereby 1 < k <5 Draw link between those who share a commonality or within close viccinity by increasing the frequency to 6 Draw link between those who share a commonality or within close viccinity by increasing the frequency to 8 Draw link between those who share a commonality or within close viccinity by increasing the frequency to 9 Choose another random node and repeat steps 4 to 6 Draw more link between those who share a commonality or within close viccinity Allow the network to grow until space is exhausted

What does the social network do?

The social network grows according to demands. It is non planning and is more often triggered based on proximity, viccinity, commonality of the subject matter. Once the average frequency of all nodes is more than 2, it is known that the largest intersection nodes would increase rapidly. This would in turn affect the overall growth of the social network.

What are the possible contribution of using this system in a tertiary educational building?

The intensed growth and connectivity of the social network could potentially suggest that buildings which inherit this system introduces a certain type of social interaction.

The areas with the highest frequencies would be the attraction point for an activity to take place due to the large amount of similarities or commonalities. This network potentially proposes alternative learning strategies by organizing spaces based on the common interest of users rather than traditionally structured courses. Take a library for instance, it is known to be our source of knowledge in our world today. What if we pursue knowledge through users or people? Imagine our learning process as established clusters formed each time we have an interest over a subject matter. Whoever within close proximity or shows any interest would be able to participate or leave at any point of time. The new tertiary educational building would serve as a platform for this learning process to take place.

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EXPERIMENT 1

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PART 2A: PROCESS BASED EXPERIMENT

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SCENARIO 3: TWO LARGEST INTERCONNECTED NODES THAT ARE UNIFORMED

k=4

k=6

k=8

1 < k <5

k=8

k=9

k=4

k=9

k=6

k=9

k=9

k=8

k=9

k=9

k=9

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EXPERIMENT 1

FORMFIELD 3.0

PART 2A: PROCESS BASED EXPERIMENT

HUN LIN, NEO - S3160755

SCENARIO 2: TWO LARGEST INTERCONNECTED NODES THAT ARE DISPERSED

k=4

k=6

k=8

1 < k <5

k=4 k=9

k=8

k=6 k=9

k=9 k=9

k=9

k=9 k=9

k=9

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EXPERIMENT 1

FORMFIELD 3.0

PART 2A: PROCESS BASED EXPERIMENT

HUN LIN, NEO - S3160755

SCENARIO 1 : TWO LARGEST INTERCONNECTED NODES THAT ARE MERGED

k=4

k=6

k=8

k=9

k=9

k=9

1 < k <5

k=4

k=9 k=8

k=6

k=9 k=8

k=9 k=9

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EXPERIMENT 1

FORMFIELD 3.0

PART 2B: APPLICATION AND PROPOSITION

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TYPICAL LAYOUT 1

TYPICAL LAYOUT 2

TYPICAL LAYOUT 3

DISPERSED

UNIFORMED

MERGED

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EXPERIMENT 1 PART 2B: APPLICATION AND PROPOSITION

FORMFIELD 3.0 HUN LIN, NEO - S3160755

(MERGED) High Frequency Area Concentrated Area Low Frequency Area

(DISPERSED) High Frequency Area Concentrated Area Low Frequency Area

(UNIFORM) High Frequency Area Concentrated Area Low Frequency Area

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EXPERIMENT 1 PART 2C: THE FROZEN MOMENT

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Configuration 1

Configuration 2

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EXPERIMENT 1

FORMFIELD 3.0

PART 2D: REPRESENT BUILDING

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Interior View of High Frequency Area

Proposed Exterior View 01

EXPERIMENT 1

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PART 2E: ASSESS AND CRITIQUE

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How has the process altered the space of the original and how might this be useful?

The process has reconfigured the spatial organization of the building and suggests a new way of learning whereby students would seek to establish a cluster each time they wish to pursue an interest or subject matter.

What has been the effect of the process for the different components of the building?

Traditionally, spatial organization is achieved by splitting the areas according to the grid system. The process has created a hierachy of flow and movement which is varied made to accomodate the needs of the students. The components of the building are now designed to be flexible and comes with highly interchangeable configurations.

By examining the new building, formulate a proposition in relation to the possibilities for spaces for learning.

Spaces of learning within the building would be like an interactive archive such as what we have on the internet today except that it is physical. Users/students would have the freedom to interact and come and go as they would. The knowledge would be shared with everyone and contributions would come from every participants or users from different backgrounds.

Benefits of the System: This system primarily encourages growth in every aspect possible. As the density increases, it has the potential to grow and adapt to its environments. At the same time, participlants are encouraged to interact with one another within this platform to increase learning possibilites.

Exploded Floor Plans

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WEEK 2 contents: Part 01A: Part 01B: Part 02A: Part 02B: Part 02C: Part 02D: Part 02E:

Issues + Potential Collect + Analyse + Speculate Identify an Architectural Condition in Learning Environments and amplify these conditions by using a system Application The Frozen Moment Represent Building Assess and Critique

EXPERIMENT 2

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PART 1A: ISSUES + POTENTIAL

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ISSUES RELATING TO CONTEMPORARY LEARNING ENVIRONMENTS a) Universities no longer conducted research for their own sake, but tried to develop applied research for the benefit of the society b) Universities should now be more responsive to the demands of market, recognize the need to change their ways, be less independent and become more efficient c) We are currently witnessing profound social, cultural, and technological changes that are transforming traditional institutions * - Designing the University of the Future by Rifca. H, Jacov. H

__________________________________________________________ POTENTIAL OR POSSIBILITIES FOR FUTURE STRATEGIES a) Designers will have to design both physical and virtual spaces and determine which physical spaces can be replaced by virtual spaces. b) The university will deal with many fields of knowledge and will act as a cultural and technological centre for the whole region. c) Will some parts of the university become mobile and able to be located in different places at different times, according to specific needs? * - Designing the University of the Future by Rifca. H, Jacov. H

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MIT Virtual Campus + Physical Campus

Second Life Virtual Environment

New City - Greg Lynn Design for New Virtual World

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EXPERIMENT 2 PART 1B: COLLECT + ANALYSE + SPECULATE

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WIEL ARETS - THE LIVING LIBRARY

SOLID AND VOID ORGANIZATION

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EXPERIMENT 2

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PART 1B: COLLECT + ANALYSE + SPECULATE

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WIEL ARETS - THE LIVING LIBRARY

BOOK DEPOSITORY (SINGLE USE TYPOLOGY)

BOOKS + READING AREA (HYBRIDIZED TYPOLOGY)

READING / COMMON ROOM (SINGLE USE & MULTIPURPOSE TYPOLOGY)

“LUCKILY WE DID NOT ALLOW OURSELVES TO BE SWAYED BY THE FASHION FOR PROGRAMMING CURRENT AT THAT TIME BECAUSE FUNCTIONAL DEMANDS ARE ALWAYS CHANGING. YOU CAN’T GO RUNNING AFTER THEM; DECISIONS LIKE THAT NEED TO BE LEFT TO THE COMMON SENSE OF THE MOVEMENT. THAT PRINCIPLE, IN OUR OPINION, HAS FORMED THE BACKGROUND FOR THE MIXTURE OF FUNCTIONS WHICH IS NOW EMERGING. ONE CLUSTER NOW CONSISTS, FOR EXAMPLE, OF THREE FACULTY BUILDINGS, A LIBRARY, A CAR PARK, ANOTHER FACULTY BUILDING, HOUSING AND ANOTHER UNIVERSITY STRUCTURE” - TEXT ADAPTED FROM THE LIVING LIBRARY BY WIEL ARETS

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EXPERIMENT 2 PART 1B: COLLECT + ANALYSE + SPECULATE

FORMFIELD 3.0 HUN LIN, NEO - S3160755

WIEL ARETS - THE LIVING LIBRARY

PUBLIC INTERWOVEN WITH PRIVATE SPACES

STUDIO SIZE CLUSTER SPACE VS PUBLIC SPACE

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EXPERIMENT 2 PART 1B: COLLECT + ANALYSE + SPECULATE

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MORPHOSIS - ACADEMIC BUILDING FOR THE COOPER UNION IN NEW YORK Images adapted from: http://housevariety.blogspot.com/2011/02/41-cooper-square-by-morphosis.html

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EXPERIMENT 2 PART 2A: IDENTIFY AN ARCHITECTURAL CONDITION IN LEARNING ENVIRONMENTS AND AMPLIFY THESE CONDITIONS

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ORGANIZATION OF EXISTING ARCHITECTURAL TYPOLOGIES

STUDIO SIZE CLUSTER SPACE VS PUBLIC SPACE

VS BOOK DEPOSITORY

NETWORK SYSTEM - ESTABLISHING DIFFERENT CLUSTERS

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EXPERIMENT 2 PART 2A: IDENTIFY AN ARCHITECTURAL CONDITION IN LEARNING ENVIRONMENTS AND AMPLIFY THESE CONDITIONS

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FIGURE 5.1 Figure 5.1, depicts networks with various types of properties. Taking the example of a social network of people, the nodes may represent men or women, people of different nationalities, locations, ages, incomes or any other attributes. Edges may represent relationships such as friendship, colleagues, sexual contact, geographical proximity or some other relationship. The edge may be directed such as supervisor and subordinate. Edges may represent the flow of information from one individual to another. Likewise the edges may carry a weight. This weight may represent a physical distance between 2 geographical proximity, frequency of interaction, degree to which a RANDOM GRAPH

DIRECTED RANDOM GRAPH

RANDOM NETWORK

given person likes another person.

FIGURE 5.3

THE INTERNET, WHERE NODES ARE ROUTERS AND EDGES SHOW PHYSICAL NETWORK CONNECTIONS

AN ECOSYSTEM

PROFESSIONAL COLLABORATION

RAIL NETWORK OF BARCELONA, WHERE

NETWORKS BETWEEN DOCTORS

NODES ARE SUBWAY STATIONS AND EDGES REPRESENT RAIL CONNECTIONS

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EXPERIMENT 2 PART 2A: IDENTIFY AN ARCHITECTURAL CONDITION IN LEARNING ENVIRONMENTS AND AMPLIFY THESE CONDITIONS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

FIGURE 5.6 The ground breaking work of Watts and Strogatz (1998) showed that many complex networks display two key features: they possessed the 6 degrees of separation phenomenon, that Milgram discovered; but locally they had many properties similar to that of a regular lattice. In an attempt to model these systems Watts and Strogatz (1998) proposed a one-parameter model, which interpolates between an ordered finite dimensional lattice and a random graph. The algorithm behind the model is as follows: start with a regular ring lattice with nodes in which every node is connected to its first neighbours ( neighbours on either side); and then randomly rewire each edge of the lattice with a probability such that self-connections and duplicate edges are excluded.

This process introduces long-range edges which connect nodes that otherwise would be part of different neighbourhoods. Varying the value of moves the system from being fully ordered to random . Figure 5.6 shows steps in this transition. Small world networks have been used to describe a wide variety of real world networks and processes; Newman (2000) and Albert and Barabรกsi (2002) provide excellent review of the work done in this field.

SOCIAL NETWORK OF SMALL WORLD NETWORK Rules: (i) Start with a regular ring lattice with nodes in which every node is connected to its first neighbours (neighbours on either side) (ii) Then, randomly rewire each edge (by implementing priority) of the lattice with a probability such that self-connections and duplicate edges are excluded.

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EXPERIMENT 2

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PART 2B: APPLICATION

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ORDERED NETWORK

RANDOM NETWORK

ORDERED NETWORK

RANDOM NETWORK

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EXPERIMENT 2 PART 2C: THE FROZEN MOMENT

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RECONFIGURATION OF NODES BASED ON PROGRAMMES

PRIVATE - ADMINISTRATIVE AND TEACHING RESOURCES SEMI PUBLIC - STUDIO CLUSTERS AND LABORATORIES PUBLIC SPACE - LECTURE THEATRE + LIBRARY CIRCULATION

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EXPERIMENT 2 PART 2C: REPRESENT BUILDING

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EXPERIMENT 2 PART 2C: REPRESENT BUILDING

FORMFIELD 3.0 HUN LIN, NEO - S3160755

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EXPERIMENT 2 PART 2C: REPRESENT BUILDING

FORMFIELD 3.0 HUN LIN, NEO - S3160755

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EXPERIMENT 2

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PART 2D: ASSESS AND CRITIQUE

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What has happened (what affect does the device have)?

The device has created multiple links and connections to various programmes distributed within the building.

What is the potential as a learning environment?

The potential of the architectural implementations are that the buildings distinguishes between public and private spaces through a series of connected nodes(spaces) and lattices(circulation).

Have things occured as a result of the process that open up the potential for reconsidering the program?

Yes. The circulation spaces within two spaces needs to be considered to avoid wastage of space.

How does this new learning environment offer possibilities in terms of what was identified in Part 1?

As identified in Wiel Arets Living Library, this new learning environment attempts to create cluster of spaces which are linked through a mode of circulation links which is essentially an endless cycle.

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WEEK 3 contents: Part 01: Part 02A: Part 02C: Part 02D: Part 02D: Part 02D: Part 02E: Part 02F: Part 02F: Part 02F: Part 02F:

Views The Experiment The Experiment Process and Rules for Application + Hunch Applying the Process in Plan Apply the Building in Section The Frozen Moment End Result End Result - Montage from Viewpoint A End Result - Montage from Interior Looking Outwards Speculating the Proposition

EXPERIMENT 3

FORMFIELD 3.0

PART 1: VIEWS

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(c) (b)

(a)

(a)

ADJACENT TO LECTURE THEATRE AND EDUCATION FACILITIES

CAMERA HEIGHT: 1.4 metres BUILDING HEIGHT: Lecture Theatre by Allen Powell - 6.0 metres, Education Facility by Wood Marsh - 12.0 metres

(b)

POTENTIALLY CAPABLE OF EXTENDING INTO OPEN SPACE

CAMERA HEIGHT: 1.4 metres BUILDING HEIGHT: Lecture Theatre by Allen Powell - 6.0 metres, Education Facility by Wood Marsh - 12.0 metres

(c)

PAVED CIRCULATION UNDERWAY

CAMERA HEIGHT: 2.2 metres BUILDING HEIGHT: Lecture Theatre by Allen Powell - 6.0 metres,

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EXPERIMENT 3 PART 2A: THE EXPERIMENT

FORMFIELD 3.0 HUN LIN, NEO - S3160755

OPEN SPACE - 2400 sq.m

CIRCULATION SPACE - 800 sq.m

BUILDING SPACE - 2400 sq.m

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EXPERIMENT 3 PART 2C: EXPERIMENT

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Earthquakes are usually caused when rock underground suddenly breaks along a fault. This sudden release of energy causes the seismic waves that make the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They donâ&#x20AC;&#x2122;t just slide smoothly; the rocks catch on each other. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure thatâ&#x20AC;&#x2122;s built up. When the rocks break, the earthquake occurs. During the earthquake and afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus (on top of the ground) is called the epicenter of the earthquake.

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EXPERIMENT 3 PART 2C: EXPERIMENT

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Rules Of Earthquake: - Normal - Block Of Rocks First Sticks Together - Pressure - Rock Breaks Along A Fault - Stress Builds Up - Block Still Stick - Stress Becomes Slightly Larger Than Friction - Block Of Rocks Cracks And Starts Moving - Aseismic Slip - Block Of Rocks Breaks And Earthquake Occurs - Stress Stops - Block Of Rocks Stuck To Other Rocks - Cycle Repeats

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EXPERIMENT 3 PART 2D: PROCESS AND RULES OF APPLICATION + HUNCH

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ISSUES WITH LEARNING ENVIRONMENT - INSUFFICIENT USE OF OPEN SPACES AS USABLE LEARNING ENVIRONMENTS - LACK OF PERMEABLE CONNECTIONS BETWEEN VARIOUS SPACES RULES IN APPLICATION: 1) NORMAL - ALL THREE PROGRAMMES ARE INTACT (OPEN SPACE - SOIL, BUILDING SPACE - ROCKS, CIRCULATION - BIG ROCKS 2) PRESSURE - PROGRAMME SEPARATES ALONG A FAULT (ALONG VIEWPOINT OF THE SITE) 3) STRESS BUILDS UP - PROGRAMME BLOCK DISTORTS BUT STILL STICK 4) STRESS BUILDS UP RAPIDLY - PROGRAMME BLOCK DISTORTS MORE BUT STILL STICK 5) STRESS BECOMES SLIGHTLY LARGER THAN FRICTION - NEW CONNECTIONS ARE FORMED 6) ASEISMIC SLIP - TIGHT CIRCULATION JOINTS BREAKS AND INCREASED IN WIDTH DRAMATICALLY HUNCH: TO CREATE AN ENGAGEMENT IN TERMS OF VISUAL CONNECTIONS AND PASSAGEWAYS TO PROMOTE INTERACTIONS BETWEEN OUTDOOR, INDOOR AND CIRCULATION SPACES TO DECEIVE THE ACTUAL GROUND PLANE AND INCREASE CONNECTIONS BETWEEN OPEN SPACES AND BUILDINGS THROUGH THE USE OF RAMPS

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EXPERIMENT 3

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PART 2D: APPLYING THE PROCESS IN PLAN

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1) NORMAL - ALL THREE PROGRAMMES ARE INTACT (i) OPEN SPACE - SOIL, (ii) BUILDING SPACE - ROCKS, (iii) CIRCULATION - BIG ROCKS

OPEN SPACE - 2400 sq.m

CIRCULATION SPACE - 800 sq.m

1) NORMAL

4) STRESS BUILDS UP RAPIDLY

7) PRESSURE ALONG FAULT - CYCLE REPEATS

7) PRESSURE ALONG FAULT - CYCLE REPEATS AGAIN

7) STRESS SLIGHTLY HIGHER THAN FRICTION CYCLE REPEATS

7) STRESS SLIGHTLY HIGHER THAN FRICTION CYCLE REPEATS AGAIN

7) ASEISMIC SLIP - CYCLE REPEATS

7) ASEISMIC SLIP - CYCLE REPEATS AGAIN

BUILDING SPACE - 2400 sq.m

2) PRESSURE - PROGRAMME SEPARATES ALONG A FAULT (ALONG VIEWPOINT OF THE SITE)

2) PRESSURE ALONG FAULT

3) STRESS BUILDS UP

5) STRESS SLIGHTLY HIGHER THAN FRICTION

6) ASEISMIC SLIP

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EXPERIMENT 3

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PART 2D: APPLYING THE PROCESS THROUGH SECTION

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1) NORMAL

4) STRESS SLIGHTLY HIGHER THAN FRICTION

7) PRESSURE ALONG FAULT - CYCLE REPEATS

10) PRESSURE ALONG FAULT - CYCLE REPEATS AGAIN

13) PRESSURE ALONG FAULT - CYCLE REPEATS AGAIN

2) PRESSURE ALONG FAULT

5) ASEISMIC SLIP

8) STRESS BUILDS UP - CYCLE REPEATS

11) STRESS BUILDS UP - CYCLE REPEATS AGAIN

14) STRESS BUILDS UP - CYCLE REPEATS AGAIN

3) STRESS BUILDS UP

6) RETURNING NORMAL

9) STRESS SLIGHTLY HIGHER THAN FRICTION CYCLE REPEATS

12) STRESS SLIGHTLY HIGHER THAN FRICTION CYCLE REPEATS AGAIN

15) STRESS SLIGHTLY HIGHER THAN FRICTION CYCLE REPEATS AGAIN

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EXPERIMENT 3 PART 2E: THE FROZEN MOMENT

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CRITIQUE OF THE FROZEN MOMENT - SPATIAL QUALITIES DOES NOT DEAL HAVE A FIGURE AND GROUND RELATIONSHIP - CONNECTIONS ARE ONLY IDENTIFIED IN PLANS AND NOT SECTIONS - LACK OF PERMEABLE CONNECTIONS BETWEEN VARIOUS SPACES FUTHER OUTPUT FOR FINAL OUTCOME: - CREATE MORE CONNECTIONS THROUGH SECTIONS BY HAVING A CONTINUOUS RAMP - CREATE MORE DISTINCTIVE BLUR BETWEEN OBJECT AND OPEN SPACE 01

EXPERIMENT 3 PART 2F: END RESULT

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EXPERIMENT 3 PART 2F: END RESULT - MONTAGE FROM VIEWPOINT (A)

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EXPERIMENT 3 PART 2F: MONTAGE OF INTERIOR LOOKING OUTWARDS

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EXPERIMENT 3 PART 2F: SPECULATING THE PROPOSITION

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CRITIQUE OF THE FINAL OUTCOME - SPATIAL QUALITIES OFFER A BETTER RESOLUTION IN TERMS OF FIGURE AND GROUND - CONNECTIONS ARE IDENTIFIED THROUGH THE RAMPS AS WELL AS VERTICALLY THROUGH THE PROGRAMMES - STILL LACK OF PERMEABLE CONNECTIONS BETWEEN VARIOUS SPACES POSSIBILITIES FOR ARCHITECTURE - THE OPEN SPACED RAMP AND THE DISTRIBUTED ENCLOSED SPACES COULD POTENTIALLY OFFER A NEW TYPOLOGY OF COEXISTENCE BETWEEN PUBLIC (OPEN SPACE) AND PRIVATE (ENCLOSED) SPACE. THE INTERMEDIARY SPACES AS SEEN IN THIS VIEW COULD POTENTIALLY BE AN AUDITORIUM/MEETING SPACE BEFORE ADJOURNING BACK TO THE CLASSROOM

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WEEK 4 contents: Part 01: Part 02: Part 03: Part 04: Part 04: Part 04: Part 05: Part 06:

Identify an Architectural Condition in Relation to Learning Environment based on a hunch Precedent Type for Achieving the Qualities - Carpark Experiment Choreograph a process experiment using the selected system and apply to precedent type Build and Draw the new building Build and Redraw the building with site Speculate Rework and Adjust with Intent

EXPERIMENT 4 PART 1: IDENTIFY AN ARCHITECTURAL CONDITION IN RELATION TO LEARNING ENVIRONMENT BASED ON A HUNCH

FORMFIELD 3.0 HUN LIN, NEO - S3160755

ISSUES WITH LEARNING ENVIRONMENT - THE POSSIBILITIES OF LEARNING WITHIN OTHER FACULTIES ARE OFTEN IMPOSSIBLE BECAUSE LEARNING ACTIVITIES OFTEN HAPPEN BEHIND THE FOUR WALLS - THE ALLOCATION OF SPACES ARE OFTEN TOO DISTINCT THROUGH THE USE OF PARTITIONS OR WALLS - THE SCOPE OF VIEWS ARE OFTEN VERY LIMITED AND REPETITIVE ACROSS VARIOUS LEVELS RULES IN APPLICATION: 1) 2) 3) 4) 5) 6) 7)

ASSIGN THE 4 KINDS OF NITROGENOUS BASES (THYMINE, CYTOSINE, GUANINE, ADENINE) AND THE OTHER TWO COMPOUNDS (PHOSPHATE, DEOXYRIBOSE) TO THE DIFFERENT LEVELS IN SECTION REMOVE CONNECTIONS OR LINKS BETWEEN LEVELS THAT ARE NOT PAIRED AS SHOWN IN THE DNA STRUCTURE CREATE A PIVOT POINT THROUGH THE CENTRE OF THE CARPARK BUILDING PIVOT EACH LEVEL BY 27 DEGREES TO 40 DEGREES (AVERAGE OF 36 DEGREES) TO CREATE MORE CIRCULATION AND VIEWPOINTS LINK THE DIFFERENT LEVELS TOGETHER BY BONDING THE SUGAR PHOSPHATE BACKBONE LINK THE HYDROGEN BONDS TOGETHER TO CREATE AS SHOWN IN THE DNA DIAGRAM TO CREATE A LINK BETWEEN THE TWO SPIRING STRUCTURES. FIND THE BASES OF MOLECULES THAT ARE NOT CONNECTED AND FOLLOW RULE 1 TO CREATE A CONTINUOUS CONNECTION FROM GROUND LEVEL TO THE HIGHEST LEVEL

HUNCH: TO GENERATE A SCHEME WITH A BROADER HORIZON SPREAD DIFFERENTLY ACROSS VARIOUS LEVELS TO INCREASE THE LINE OF SIGHT ACROSS VARIOUS LEVELS TO CREATE A CONTINUOUS CONNECTION THROUGH THE EMPLOYMENT OF RAMPS

Vierendel Diagram - adapted from Diller & Scofidio

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EXPERIMENT 4 PART 2: PRECEDENT TYPE FOR ACHIEVING THE QUALITIES - CARPARK

CARPARK BUILDING AT INTERSECTION OF LITTLE BOURKE AND RUSSELL

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INTERNAL RAMP STRUCTURE

INTERIOR VIEWS OF CARPARK 01

EXPERIMENT 4 PART 3: EXPERIMENT

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Rules Of DNA Structure: - Each strand of DNA consists of a large number of nucleotides - Each nucleotide is made up of a deoxyribose, a phosphate group and a nitrogenous base.

- There are 4 kinds of nitrogenous bases, Thymine (T), Cytosine (C), Adenine (A), and Guanine (G).

- In the double stranded DNA, A always pairs with T and C always pairs with G. This is called complementary base pairing.

- The DNA is not a linear molecule, in reality, it is the two strands wound around each other to form a double helix.

- The helical twist ranges from 27 degrees to 40 degrees and averages at around 36 degrees.

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EXPERIMENT 4 PART 4: CHOREOGRAPH A PROCESS EXPERIMENT USING THE SELECTED SYSTEM AND APPLY TO PRECEDENT TYPE

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Rules Of DNA Structure: - Assign the 4 kinds of nitrogenous bases (Thymine, Cytosine, Guanine, Adenine) and the other two compounds (Phosphate, Deoxyribose) to the different levels in section - Remove connections or links between levels that are not paired as shown in the DNA structure - Create a pivot point through the centre of the carpark building - Pivot each level by 27 degrees to 40 degrees (average of 36 degrees) to create more circulation and viewpoints - Link the different levels together by bonding the Sugar Phosphate Backbone - Link the hydrogen bonds together to create as shown in the DNA Diagram to create a link between the two spiring structures.

Legend: Phosphate Deoxyribose Thymine Cytosine Guanine Adenine

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EXPERIMENT 4

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Legend: Adenine Thymine Guanine Cytosine Hydrogen Bond Phosphate Backbone

ORIGINAL POSITION

ROTATION 81”

ROTATION 27”

ROTATION 108”

ROTATION 54”

ROTATION 135” 01

EXPERIMENT 4 PART 4: CHOREOGRAPH A PROCESS EXPERIMENT USING THE SELECTED SYSTEM AND APPLY TO PRECEDENT TYPE

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OUTCOME FROM FIRST EXPERIMENT

VIEW FROM GROUND FLOOR

ISSUES PERTAINING TO INTENDED RESULTS NOT ACHIEVED: - The individual split levels did not form a continuous journey from the ground level to the top level - In order to achieve intended outcome, the individual split levels has to be rotated to a higher degree in order for the levels to meet and joined - Furthermore, the order of the base proteins have to be altered in the second spiring structure to enable possible connections

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EXPERIMENT 4

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PART 4: BUILD AND DRAW THE NEW BUILDING

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OUTCOME FROM THE FINAL EXPERIMENT

VIEW FROM GROUND FLOOR

REWORK OF THE RAMP SYSTEM: - As indicated with the black ramps, the split levels are now connected from ground level to the highest level - The black ramps represents the links of base protein identified from the DNA Structure (Adenine & Guanine) - The outcome is possible because the pivoting degree is increased to 40 which is identified as seen in the DNA Structure earlier - Also relating to the possible outcome was the fact that the protein molecules (representing different types of spaces) are altered to enable the connections to take place

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EXPERIMENT 4 PART 4: BUILD AND REDRAW THE BUILDING WITH SITE

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AN ARTIST IMPRESSION OF THE FINAL OUTCOME 01

EXPERIMENT 4

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PART 5: SPECULATE

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PRIVATE SPACE

OPEN SPACE - SOCIAL SPACES ON RAMPS

SEMI PRIVATE SPACE

OPEN SPACE

What has happened?

A continuous ramp system has been developed and is amplified throughout the building to create a wider line of sight and creates additional connections What is the potential as a learning environment and other aspects of the programme?

- The division of spaces are made possible through the application of split levels creating clusters of spaces within the building.

- Students would be able to engage across various faculties within the premise and learn in a mixed environment.

- Also, the activity would not be confined within levels because the nature of the building promotes clusters ranging from different sizes and transcend between open space, semi private space and private spaces.

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EXPERIMENT 4 PART 6: REWORK AND ADJUST WITH INTENT

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EXPERIMENT 4 PART 6: REWORK AND ADJUST WITH INTENT

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01

WEEK 5 contents: Part 01: Part 02: Part 03: Part 05:

Reflection Revisions + Additions Attitudes + Propositions The Road Map and Tool Box

THE TOOLBOX + ROADMAP PART 1: REFLECTION

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[ THE SOCIAL NETWORK: PROCESS ]

ORDERED NETWORK

RANDOM NETWORK

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THE TOOLBOX + ROADMAP PART 1: REFLECTION

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[ THE SOCIAL NETWORK: PROCESS ]

THE PROCESS 1) THE DEVICE HAS CREATED MULTIPLE LINKS AND CONNECTIONS TO VARIOUS PROGRAMMES DISTRIBUTED WITHIN THE BUILDING THE RESULT 1) THE ARCHITECTURAL IMPLEMENTATIONS OF THIS BUILDING PROPOSITION DISTINGUISHES BETWEEN PUBLIC AND PRIVATE SPACES THROUGH A SERIES OF CONNECTED NODES(SPACES) AND LATTICES(CIRCULATION) 2) A SCHEME WHICH IS DIRECTLY TRANSLATED FROM A NETWORK GRAPHS WHICH LACKED THE NECESSARY QUALITIES TO BRING FORWARD IN THE FINAL OUTCOME THE POTENTIAL 1) CREATES AN IDEAL CONNECTIVITY BETWEEN SPACES THROUGH VISUAL CONNECTIONS AS WELL AS PHYSICAL PATHWAYS

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THE TOOLBOX + ROADMAP PART 1: REFLECTION

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[ THE EARTHQUAKE: PROCESS ]

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PART 1: REFLECTION

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[ THE EARTHQUAKE: ANALYSIS ]

BEFORE

AFTER

THE PROCESS 1) THE EARTHQUAKE PROCESS ATTEMPTS TO CREATE A FIGURE GROUND RELATIONSHIP BY GENERATING FAULT LINES AND RUPTURES THROUGH BUILDINGS AND LANDSCAPE TO GENERATE SOCIAL SPACES 2) THE INTERPRETATION OF THE FAULT LINES AND WIDTH OF RUPTURES WILL INCREASE AS IT DRAWS CLOSER TO THE BUILDING TO FORM VOIDS AND SOCIAL SPACES WHEREAS IT DECREASES AS IT BLEEDS INTO THE LANDSCAPE FORMING SEATS AND PATHWAYS THE RESULT 1) A SCHEME WHICH ENGAGES IN TERMS OF VISUAL CONNECTIONS AND PASSAGEWAYS TO PROMOTE INTERACTIONS BETWEEN OUTDOOR, INDOOR AND CIRCULATION SPACES 2) A SCHEME WHICH DECEIVES THE ACTUAL GROUND PLANE AND INCREASED CONNECTIONS BETWEEN OPEN SPACES AND BUILDINGS THE POTENTIAL 1) CREATES A CLEAR DISTINCTION OF PUBLIC OPEN SPACE AND BUILDING WHILE STILL BLURRING THE BOUNDARIES BETWEEN INSIDE AND OUTSIDE SPACE 2) THIS PROCESS WILL ALWAYS BLUR THE LANDSCAPE INTO THE BUILDING

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THE TOOLBOX + ROADMAP PART 1: REFLECTION

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[ THE EARTHQUAKE: ANALYSIS ]

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THE TOOLBOX + ROADMAP

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PART 1: REFLECTION

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Legend:

[ THE DNA: PROCESS ]

Adenine Thymine Guanine Cytosine Hydrogen Bond Hyd Phosphate Backbone Phos

ORIGINAL POSITION

ROTATION 27”

ROTATION 54”

ROTATION 81”

ROTATION 108”

ROTATION 135”

Legend: Phosphate Deoxyribose Thymine Cytosine Guanine Adenine

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THE TOOLBOX + ROADMAP

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PART 1: REFLECTION

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[ THE DNA: ANALYSIS ] BEFORE

AFTER

THE PROCESS 1) THE CHOSEN PROCESS OF A DNA COMBINED WITH THE CARPARK BUILDING WILL GREATLY ALTER THE CONNECTIONS BETWEEN LEVELS 2) THE PIVOTING FLOOR PLATES ENABLES THE LINE OF SIGHT TO BE AMPLIFIED AND FORCES INTERACTION THE RESULT 1) A SCHEME WITH A BROADER HORIZON SPREAD DIFFERENTLY ACROSS VARIOUS LEVELS 2) THE ACTIVITY WOULD NOT BE CONFINED WITHIN LEVELS BECAUSE THE NATURE OF THE BUILDING PROMOTES CLUSTERS RANGING FROM DIFFERENT SIZES AND TRANSCEND BETWEEN OPEN SPACE, SEMI PRIVATE SPACE AND PRIVATE SPACES. 3) A CONTINUOUS CONNECTION THROUGH THE EMPLOYMENT OF RAMPS WAS ESTABLISHED AFTER THE PROCESS THE POTENTIAL THE DIVISION OF SPACES ARE MADE POSSIBLE THROUGH THE APPLICATION OF SPLIT LEVELS CREATING CLUSTERS OF SPACES WITHIN THE BUILDING STUDENTS WOULD BE ABLE TO ENGAGE ACROSS VARIOUS FACULTIES WITHIN THE PREMISE AND LEARN IN A MIXED ENVIRONMENT SETS UP VISUAL CONNECTIONS THAT IS A KEY ELEMENT FOR NEW LEARNING ENVIRONMENT TO ENHANCE THE LEARNING EXPERIENCE

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PART 2: REVISIONS + ADDITIONS

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[ THE MAGNIFYING GLASS: PROCESS ] MORPHOSIS - ACADEMIC BUILDING FOR THE COOPER UNION IN NEW YORK Images adapted from: http://housevariety.blogspot.com/2011/02/41-cooper-square-by-morphosis.html

BASEMENT 2

BASEMENT 1

GROUND LEVEL

LEVEL 1

AUDITORIUM AREA: 450 sq.m LABORATORY AREA: 670 sq.m SERVICES: 154 sq.m

OFFICE AREA: 281 sq.m LABORATORY AREA: 1027 sq.m SERVICES: 153 sq.m

OFFICE AREA: 345 sq.m SOCIAL AREA: 376 sq.m SERVICES: 144 sq.m

OFFICE AREA: 289 sq.m SOCIAL AREA: 190 sq.m SERVICES: 121 sq.m VOID: 157 sq.m

LABORATORY total: 1697 sq.m

AUDITORIUM total: 450 sq.m

OFFICE total: 1422 sq.m

SOCIAL SPACE total: 1464 sq.m

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

GALLERY AREA: 598 sq.m OFFICE AREA: 106 sq.m SOCIAL AREA: 117 sq.m SERVICES: 136 sq.m

OFFICE AREA: 106 sq.m GALLERY AREA: 556 sq.m SOCIAL AREA: 161 sq.m SERVICES: 136 sq.m

OFFICE AREA: 80 sq.m SOCIAL AREA: 60 sq.m GALLERY AREA: 82 sq.m CLASSROOM AREA: 570 sq.m SERVICES: 160 sq.m

OFFICE AREA: 80 sq.m SOCIAL AREA: 64.5 sq.m GALLERY AREA: 652 sq.m SERVICES: 136 sq.m

GALLERY total: 2030 sq.m

CLASSROOM total: 696 sq.m

STUDIO total: 818 sq.m

VOID total: 157 sq.m

CIRCULATION total: 866 sq.m

TOTAL AREA: total: 9600 sq.m

LEVEL 6

LEVEL 7

LEVEL 8

OFFICE AREA: 80 sq.m GALLERY AREA: 592 sq.m SOCIAL AREA: 64.5 sq.m SERVICES: 136 sq.m

OFFICE AREA: 55 sq.m CLASSROOM AREA: 126 sq.m SOCIAL AREA: 390 sq.m STUDIO AREA: 216 sq.m SERVICES: 136 sq.m

STUDIO AREA: 602 sq.m SOCIAL AREA: 41 sq.m SERVICES: 136 sq.m

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THE TOOLBOX + ROADMAP PART 2: REVISIONS + ADDITIONS

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[ THE MAGNIFYING GLASS: PROCESS ]

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THE TOOLBOX + ROADMAP PART 2: REVISIONS + ADDITIONS

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[ THE EARTHQUAKE: PROCESS ]

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PART 2: REVISIONS + ADDITIONS

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[ THE EARTHQUAKE: PROCESS ]

RULES IN APPLICATION: 1) 2) 3) 4)

PRESSURE WOULD APPLY HARDEST NEAR THE CENTRE OF THE BUILDING (FULL AMPLITUDE) PRESSURE WOULD APPLY THE LEAST AS IT IS FURTHER AWAY FROM THE BUILDING SOURCE OF EPICENTRE IS AT THE MIDDLE OF THE BUILDING - CREATING VOIDS AND OPENINGS FOR SOCIAL SPACES THE FAULT LINE OCCURS AT BOTH 4 AND 7 OF THE HORIZONTAL GRID

1 2 3 4 5 6 7 8 9

sect 1

sect 2

sect 3

sect 4

sect 5

sect 6

sect 7

sect 8

sect 9

sect 10

sect 11

sect 12

sect 13

sect 14

sect 15

sect 16

10 10a 11 11a 12

12a

13

13a

13

12a 12 11a 11 10a 10 9 8 7 6 5 4 3 2 1

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THE TOOLBOX + ROADMAP PART 2: REVISIONS + ADDITIONS

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THE TOOLBOX + ROADMAP PART 2: REVISIONS + ADDITIONS

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THE TOOLBOX + ROADMAP PART 3: ATTITUDES + PROPOSITIONS

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LEARNING ENVIRONMENTS

CLUSTER OF SPACES

BUILDING VS VOID

CREATES FORMAL AND INFORMAL LEARNING

MAXIMUM EFFICIENCY

PERMEABLE SPACES

SPLIT LEVELS

VISUAL CONNECTIONS

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PART 5: THE ROAD MAP AND TOOL BOX

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PROPOSITIONS

TOOL BOX RETHINK EXPERIMENT 2:

?

- LOOK FOR ALTERNATIVE MEASURES WHICH LOOKS AT INTERNAL ORGANIZATION / PROGRAMMES

- USE EARTHQUAKE AS A PROCESS TO SET UP BUILDING MASS AND OPEN SPACE. ESTABLISH FAULT LINES ON SITE AS CIRCULATION/OPEN SPACES. - RETHINK EXPERIMENT 2 AND FIND A WAY TO ORGANIZE OR STRUCTURE THE INTERNAL ORGANIZATION. ALSO, FIND WAYS TO ORGANIZE ORDER AND CIRCULATION - FIND MEANS TO REWORK HYBRID TYPOLOGIES TO SET UP IDEAS OF SPLIT LEVELS WITHIN THE BUILDING

EARTHQUAKE - FIGURE GROUND - CREATE A FIGURE GROUND RELATIONSHIP BY GENERATING FAULT LINES AND RUPTURES THROUGH BUILDINGS AND LANDSCAPE TO GENERATE SOCIAL SPACES - THE FAULT LINES AND WIDTH OF RUPTURES WILL INCREASE AS IT DRAWS CLOSER TO THE BUILDING TO FORM VOIDS AND SOCIAL SPACES WHEREAS IT DECREASES AS IT BLEEDS INTO THE LANDSCAPE FORMING SEATS AND PATHWAYS

DNA - HYBRID TYPOLOGIES - THE DIVISION OF SPACES ARE MADE POSSIBLE THROUGH THE APPLICATION OF SPLIT LEVELS CREATING CLUSTERS OF SPACES WITHIN THE BUILDING - SETS UP VISUAL CONNECTIONS AND PHYSICAL CONNECTIONS. EX: RAMPS BETWEEN SPLIT LEVELS Legend: Phosphate Deoxyribose Thymine Cytosine Guanine Adenine

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THE TOOLBOX + ROADMAP (ADDITION) PART 1: ISSUES WITH LEARNING ENVIRONMENTS

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VISUAL CONNECTIONS, ENGAGEMENTS WITHIN DIFFERENT PROGRAMMES

INFORMAL LEARNING SPACEAS AS INTEGRAL FOR LEARNING ENVIRONMENTS DUE TO THE INEFFICIENCY OF THE CLASSROOMS

STUDIES OR LEARNING TAKING PLACE AS CLUSTERS - EX: CLUSTERS FORMED EACH TIME WE HAVE AN INTEREST OVER A SUBJECT MATTER

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THE TOOLBOX + ROADMAP (ADDITION) PART 2: REVISIONS + ADDITIONS

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[ THE PATRIDGE CREEK MALL - DETROIT]

TOTAL AREA: 56 856 SQ.M AVERAGE ANCHOR SHOP SIZE: 11334 SQ.M AVERAGE RETAIL SIZE: 2000 SQ.M

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[ THE PATRIDGE CREEK MALL - DETROIT]

13 sq.m

RETAILS AS CLASSROOMS 117 sq.m

105 sq.m

102 sq.m

3 s.m

102 sq.m

63 sq.m

104 sq.m

32 sq.m

18 sq.m

11 sq.m

16 sq.m

3 sq.m

16 sq.m

72 sq.m 15 sq.m

64 sq.m

50 sq.m

16 sq.m

MISCELLANEOUS AS CLUSTERS OF LEARNING SPACES 3 s.m

3 s.m

55 sq.m

58 sq.m

289 sq.m 81 sq.m

17 sq.m

68 sq.m

2 s.m

121 sq.m

13 sq.m

43 sq.m

37 sq.m

57 sq.m

9 sq.m

12 sq.m

6 sq.m 18 sq.m

35 sq.m

20 sq.m

19 sq.m

6 sq.m

18 sq.m

18 sq.m

66 sq.m

117 sq.m

45 sq.m

20 sq.m

24 sq.m

27 sq.m

9 sq.m

43 sq.m

3 sq.m

56 sq.m

3 s.m

89 sq.m

31 sq.m

29 sq.m

38 sq.m

64 sq.m

67 sq.m

68 sq.m

4 sq.m

124 sq.m

88 sq.m

130 sq.m

8 sq.m

13 sq.m

43 sq.m

22 sq.m

237 sq.m

42 sq.m

32 sq.m

20 sq.m

15 sq.m 4 s.m

9 sq.m

9 sq.m

18 sq.m

19 sq.m

124 sq.m

15 sq.m

3 s.m

2 s.m

10 sq.m

10 sq.m

15 sq.m

13 sq.m

42 sq.m

12 sq.m

42 sq.m

425 sq.m

150 sq.m

17 sq.m

126 sq.m

41 sq.m

35 sq.m

66 sq.m

28 sq.m

40 sq.m

18 sq.m 55 sq.m

73 sq.m

52 sq.m

65 sq.m

56 sq.m 78 sq.m

CIRCULATION AS TRANSIENCE SPACE/INFORMAL LEARNING

170 sq.m

105 sq.m

NUMBER OF ANCHOR SHOPS (SOCIAL) : 3 AVERAGE ANCHOR SHOP (SOCIAL) SIZE: 1475/3 = 491 SQ.M NUMBER OF RETAILS (CLASSROOMS) : 87 AVERAGE RETAIL SIZE (CLASSROOMS) : 4507/87 = 51 SQ.M

761 sq.m

ANCHOR SHOPS AS SOCIAL SPACES TOTAL AREA: 9889 SQ.M TOTAL RETAILS AREA (CLASSROOMS) : 4507 SQ.M TOTAL ANCHOR SHOPS AREA (SOCIAL) : 1475 SQ.M TOTAL MISCELLANEOUS AREA (CLUSTERS) : 233 SQ.M TOTAL BUILT UP AREA: 6215 SQ.M CIRCULATION SPACE (TRANSIENCE) : 9889 - 6215 = 3674

* PATRIDGE CREEK SHOPPING MALL IS SCALED DOWN IN ORDER FOR IT TO BE UTILIZED AS A LEARNING ENVIRONMENT AND ADHERINGTO THE BRIEF REQUIREMENTS

AIM / HUNCH: - DISPERSE AND DISTRIBUTE THE ANCHOR SHOPS/SPACES INTO THE BUILDING. ANCHOR SHOPS WOULD BE USED AS SOCIAL SPACES. - THE CIRCULATION SPACES WOULD BE USED AS A TRANSIENCE SPACE FOR INFORMAL LEARNING TO TAKE PLACE. - RETAILS WOULD BE USED AS CLASSROOMS AND LABORATORIES - MISCELLANEOUS SUCH AS FOUNTAINS, TOILETS AND INFORMATION BOOTHS WOULD BE SET UP AS CLUSTERED LEARNING SPACES DISPERSED THROUGHOUT THE CAMPUS

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[ THE RUBIKS CUBE: PROCESS ] FOR EXAMPLE, SUPPOSE THE PUZZLER HAS FAMILIARISED HERSELF WITH HOW THE PUZZLE CAN MOVE, AND IS ABLE TO ASSEMBLE ONE FACE IN A SOLID COLOUR, EXCEPT FOR ONE CORNER. A 7-STAGE ALGORITHM CAN BE USED TO SWAP TWO CORNER PIECES, AS DESCRIBED BELOW AND SHOWN IN DIAGRAM FORM. 1) ROTATE THE RIGHT HAND FACE 90 DEGREES COUNTER CLOCKWISE (IMAGE 2) 2) ROTATE THE BOTTOM FACE 180 DEGREES (IMAGE 3) 3) ROTATE THE RIGHT HAND FACE 90 DEGREES CLOCKWISE, (IMAGE 4) 4) ROTATE THE BOTTOM FACE 90 DEGREES CLOCKWISE (AS LOOKED AT FROM BELOW) (IMAGE 5) ROTATE THE RIGHT HAND FACE 90 DEGREES COUNTER CLOCKWISE (IMAGE 6) 6) ROTATE THE BOTTOM FACE 90 DEGREES COUNTER CLOCKWISE (AS LOOKED AT FROM BELOW) (IMAGE 7) 7) ROTATE THE RIGHT HAND FACE 90 DEGREES CLOCKWISE (IMAGE 8)

POTENTIAL OF RUBIKS CUBE: - DISTRIBUTION OF SPACES AND MAINTAINING A CLOSE RELATIONSHIP WITHIN OBJECTS AND SPACES IN THE 9X9 GRID. - UNDERSTANDING MOVEMENT IN SPACE AND HOW IT RELATES TO ONE ANOTHER - MAINTAINING THE RELATIONSHIP BETWEEN SPACES AND DISRIBUTING THEM EVENLY ACROSS THE CUBE

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THE TOOLBOX + ROADMAP (ADDITION) PART 2: REVISIONS + ADDITIONS

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[ THE RUBIKS CUBE: PROCESS ]

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THE TOOLBOX + ROADMAP (ADDITION) PART 2: REVISIONS + ADDITIONS

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[ THE RUBIKS CUBE: PROCESS ]

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THE TOOLBOX + ROADMAP (ADDITION) PART 2: REVISIONS + ADDITIONS

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[ THE RUBIKS CUBE: ANALYSIS ]

RULE/AIM: - THE RUBIKS CUBE IS FLATTENED OUT AND THE SCALED DOWN PLAN OF THE SHOPPING MALL IS APPLIED ONTO IT - THE PLAN OF THE MALL IS CROPPED OUT TO FIT INTO THE GRIDS - THE RUBIKS CUBE IS THEN ASSEMBLED INTO A CUBE - AN ALGORITHMIC COMBINATION IS APPLIED BASED ON THE RULES STRUCTURED IN PRECEDENCE - THE CUBE IS THEN FLATTENED OUT AGAIN - THE RESULT OF THIS EXPERIMENT DEMONSTRATED THAT THE SPACES ARE DISTRIBUTED IN A DISPERSED MANNER, BUT LACKED THE STRONG PRESENCE OF DISPERSED CLUSTERS AS SEEN IN THE OTHER OUTCOME

RULE/AIM: - THE RUBIKS CUBE IS FLATTENED OUT AND THE SCALED DOWN PLAN OF THE SHOPPING MALL IS APPLIED ONTO IT - THE PLAN OF THE MALL IS CROPPED OUT TO FIT INTO THE GRIDS - THE RUBIKS CUBE IS THEN ASSEMBLED INTO A CUBE - EACH SIDE IS ROTATED 90 DEGREES CLOCKWISE - THE CUBE IS THEN FLATTENED OUT AGAIN - THE RESULT OF THIS EXPERIMENT DEMONSTRATED THAT THE SPACES ARE DISTRIBUTED IN A DISPERSED MANNER, YET IT FORM A STRONG CORRELATION BETWEEN EACH SPACES AS INTENDED. THE USE OF THE GRID WOULD BE TO JUSTIFY THE DIFFERENT CLUSTER OF SPACES THAT ARE CREATED FROM THIS EXPERIMENT - HOWEVER, THE PROCESS LACKED A RIGOUROUS JUSTIFICATION AS TO HOW THE CUBES ARE BEING ROTATED. REFERENCE TO THE PROCESS WOULD BE NECESSARY FOR THE NEXT EXPERIMENT

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PART 2: REVISIONS + ADDITIONS

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[ THE EARTHQUAKE: THE FROZEN MOMENT - ALLOCATION OF FLOOR AREAS ]

TOTAL FLOOR AREA 1: 848 SQ.M

TOTAL FLOOR AREA 2: 2293 SQ.M

TOTAL FLOOR AREA 3: 2272 SQ.M A

A

TOTAL FLOOR AREA 4: 915 SQ.M

TOTAL FLOOR AREA: 6328 SQ.M GROUND FLOOR PLAN

SECTION A-A

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THE TOOLBOX + ROADMAP (ADDITION) PART 2: REVISIONS + ADDITIONS

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[ THE COMBINATION ATTEMPT ]

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PART 2: REVISIONS + ADDITIONS

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[ THE COMBINATION: SUMMARY / ANALYSIS ]

GROUND FLOOR AREA AND LANDSCAPE

FIGURE AND GROUND + HYBRID TYPOLOGY

ROOFSCAPE

PATHWAYS AND SEATING AREAS

SOCIAL SPACES

EXTERIOR

VIEW 1 - CLASSROOMS AND TRANSIENCE SPACE

VIEW 2 - CLASSROOMS AND SOCIAL SPACE

VIEW 3 - CLUSTERS AND SOCIAL SPACE

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THE TOOLBOX + ROADMAP (ADDITION) PART 3: ATTITUDES + PROPOSITIONS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

LEARNING ENVIRONMENTS

CLUSTER OF SPACES

BUILDING VS VOID

CREATES FORMAL AND INFORMAL LEARNING

MAXIMUM EFFICIENCY

PERMEABLE SPACES

SPLIT LEVELS

VISUAL CONNECTIONS

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THE TOOLBOX + ROADMAP (ADDITION)

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PART 5: REVISION OF THE ROAD MAP AND TOOL BOX

HUN LIN, NEO - S3160755

PROPOSITIONS

TOOL BOX EARTHQUAKE - FIGURE GROUND - CREATE A FIGURE GROUND RELATIONSHIP BY GENERATING FAULT LINES AND RUPTURES THROUGH BUILDINGS AND LANDSCAPE TO GENERATE SOCIAL SPACES - THE FAULT LINES AND WIDTH OF RUPTURES WILL INCREASE AS IT DRAWS CLOSER TO THE BUILDING TO FORM VOIDS AND SOCIAL SPACES WHEREAS IT DECREASES AS IT BLEEDS INTO THE LANDSCAPE FORMING SEATS AND PATHWAYS

- USE EARTHQUAKE AS A PROCESS TO SET UP BUILDING MASS AND OPEN SPACE. ESTABLISH FAULT LINES ON SITE AS CIRCULATION/OPEN SPACES. - USE RUBIKS CUBE COMBINED WITH THE TYPOLOGY OF THE MALL TO GENERATE INTERNAL ORGANIZATION AND STRUCTURE. TEST WITH DIFFERENT ALGORITHMIC COMBINATIONS FROM THE RUBIKS CUBE AS WELL AS TESTING WITH DIFFERENT TYPOLOGIES OF SHOPPING MALLS. - COMBINE THE FIRST TWO PROCESSES USING BOOLEAN TOOL IN RHINOCEROS 4.

RUBIKS CUBE: HYBRID TYPOLOGY - USE THE ARCHITECTURAL QUALITIES OF A MALL SUCH AS ITS VISUAL CONNECTIONS AND THE TRANSIENCE SPACE AS A STARTING POINT

- USE ORNAMENT TO GENERATE HABITABLE SPACES AND GENERATE POROUS FACADES INTO THE OUTCOME CONCEIVED FROM THE COMBINATION OF THE TWO PROCESSES.

- THE PERMUTATIONS AND ALGORITHMIC FORMULA OF THE RUBIKS CUBE IS USED TO DISPERSE AND DISTRIBUTE THE SOCIAL SPACES (ANCHOR) AND THE RETAILS (CLASSROOM) TO CREATE A DISTINCTIVE COLLABORATION BETWEEN ALLOCATED PROGRAMMES - THIS WOULD ALLOW FOR A VARIETY OF CLUSTERS TO BE ESTABLISHED AT DIFFERENT TIME OF THE DAY

ORNAMENT

?

01

MID SEMESTER PRESENTATION contents: Part 01: Part 02: Part 03: Part 04: Part 02D: Part 02D: Part 02E:

Precedent Studies Experiment 1 - Figure and Ground Experiment 2 - Mis-used-Mis-appropriated and Strangely Hybrid Types Experiment 1 + 2 - Combination Attempt Outcomes - Urban Plan Outcomes - Site Plan Outcomes - Views

MID SEMESTER PRESENTATION

FORMFIELD 3.0

PRECEDENT STUDIES

HUN LIN, NEO - S3160755

INFORMAL LEARNING SPACEAS AS INTEGRAL FOR LEARNING ENVIRONMENTS DUE TO THE INEFFICIENCY OF THE CLASSROOMS

Map of Arcades and Laneways

The Causeway

Centre Place

Degraves Street

Melbourne Central 01

MID SEMESTER PRESENTATION PRECEDENT STUDIES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Lyons Proposition for RMIT City Campus within the streets of Melbourne CBD - Degraves Street 01

MID SEMESTER PRESENTATION

FORMFIELD 3.0

PRECEDENT STUDIES

HUN LIN, NEO - S3160755

STUDIES OR LEARNING TAKING PLACE AS CLUSTERS - EX: CLUSTERS FORMED EACH TIME WE HAVE AN INTEREST OVER A SUBJECT MATTER

Classroom as a “DEAD SPACE”

Virginia Law School - Informal Learning Spaces by Train and Partner Architects 01

MID SEMESTER PRESENTATION

FORMFIELD 3.0

PRECEDENT STUDIES

HUN LIN, NEO - S3160755

VISUAL CONNECTIONS, ENGAGEMENTS WITHIN DIFFERENT PROGRAMMES

Marie-Theresien Mall, Innsbruck

The Gardens, Mid Valley, Kuala Lumpur

Kaufhaus Tyrol Shopping Mall, Innsbruck

The Gardens, Mid Valley, Kuala Lumpur

01

Westfield London Shopping Mall, United Kingdom

Westfield San Francisco, USA

MID SEMESTER PRESENTATION PRECEDENT STUDIES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Lyons Proposition for RMIT City Campus in the Atrium of Melbourne Central 01

MID SEMESTER PRESENTATION IDEAS AND REPRESENTATION - SPLIT LEVELS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

MID SEMESTER PRESENTATION

FORMFIELD 3.0

IDEAS AND REPRESENTATION - EMERGING GROUNDS

HUN LIN, NEO - S3160755

Kata Tjuta, Northern Territories

The Wave, Arizona, USA

Wave Rock, Hyden, Western Australia

Kata Tjuta, Northern Territories 01

MID SEMESTER PRESENTATION IDEAS AND REPRESENTATION - INTERCHANGING STREETSCAPES AND VOIDS

Antelope Canyon, Sandstone Rock, USA

Antelope Canyon, Sandstone Rock, USA

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

MID SEMESTER PRESENTATION IDEAS AND REPRESENTATION - REFERENCE TO FORMAL QUALITIES BY OTHER ARCHITECTS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Church of the Year 2000 by Peter Eisenman

Residence for a Fashion Designer, London, UK 2002 by Ali Rahim 01

MID SEMESTER PRESENTATION EXPERIMENT 1 - FIGURE AND GROUND

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE EARTHQUAKE: PROCESS]

01

MID SEMESTER PRESENTATION EXPERIMENT 1 - FIGURE AND GROUND

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE EARTHQUAKE: PROCESS] Rules Of Earthquake: - Pressure - Rock Breaks Along A Fault - Stress Builds Up - Block Still Stick - Stress Becomes Slightly Larger Than Friction - Block Of Rocks Cracks And Starts Moving - Aseismic Slip - Block Of Rocks Breaks And Earthquake Occurs - The Source of the Earthquake is the strongest between the 3 resulted overlapping seismographs, which is also known as the source of the Earthquake

01

MID SEMESTER PRESENTATION

FORMFIELD 3.0

EXPERIMENT 1 - FIGURE AND GROUND

HUN LIN, NEO - S3160755

[THE EARTHQUAKE: PROCESS]

RULES IN APPLICATION: 1) 2) 3) 4)

PRESSURE WOULD APPLY HARDEST NEAR THE CENTRE OF THE BUILDING (FULL AMPLITUDE) PRESSURE WOULD APPLY THE LEAST AS IT IS FURTHER AWAY FROM THE BUILDING SOURCE OF EPICENTRE IS AT THE MIDDLE OF THE BUILDING - CREATING VOIDS AND OPENINGS FOR SOCIAL SPACES THE FAULT LINE OCCURS AT BOTH 4 AND 7 OF THE HORIZONTAL GRID

1 2 3 4 5 6 7 8 9 10

sect 1

sect 2

sect 3

sect 4

sect 5

sect 6

sect 7

sect 8

sect 9

sect 10

sect 11

sect 12

sect 13

sect 14

sect 15

sect 16

10a 11 11a 12

12a

13

13a

13

12a 12 11a 11 10a 10 9 8 7 6 5 4 3 2 1

01

MID SEMESTER PRESENTATION EXPERIMENT 1 - FIGURE AND GROUND

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE EARTHQUAKE: OUTCOMES AND ANALYSIS]

01

MID SEMESTER PRESENTATION EXPERIMENT 1 - FIGURE AND GROUND

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE EARTHQUAKE: OUTCOMES AND ANALYSIS]

01

MID SEMESTER PRESENTATION EXPERIMENT 2 - MIS-USED-MIS-APPROPRIATED AND STRANGELY HYBRID TYPES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE SHOPPING MALL + RUBIKS CUBE: PROCESS]

TOTAL AREA: 56 856 SQ.M AVERAGE ANCHOR SHOP SIZE: 11334 SQ.M AVERAGE RETAIL SIZE: 2000 SQ.M

01

MID SEMESTER PRESENTATION

FORMFIELD 3.0

EXPERIMENT 2 - MIS-USED-MIS-APPROPRIATED AND STRANGELY HYBRID TYPES

HUN LIN, NEO - S3160755

[THE SHOPPING MALL + RUBIKS CUBE: PROCESS] [THE PATRIDGE CREEK MALL - DETROIT]

13 sq.m

RETAILS AS CLASSROOMS 117 sq.m

105 sq.m

102 sq.m

3 s.m

102 sq.m

63 sq.m

104 sq.m

32 sq.m

18 sq.m

11 sq.m

16 sq.m

3 sq.m

16 sq.m

72 sq.m 15 sq.m

64 sq.m

50 sq.m

16 sq.m

MISCELLANEOUS AS CLUSTERS OF LEARNING SPACES 3 s.m

3 s.m

55 sq.m

58 sq.m

289 sq.m 81 sq.m

17 sq.m

68 sq.m

2 s.m

121 sq.m

13 sq.m

43 sq.m

37 sq.m

57 sq.m

9 sq.m

12 sq.m

6 sq.m 35 sq.m

18 sq.m

20 sq.m

19 sq.m

6 sq.m

18 sq.m

18 sq.m

66 sq.m

117 sq.m

45 sq.m

20 sq.m

24 sq.m

27 sq.m

9 sq.m

43 sq.m

3 sq.m

56 sq.m

3 s.m

89 sq.m

31 sq.m

29 sq.m

38 sq.m

64 sq.m

67 sq.m

68 sq.m

4 sq.m

124 sq.m

88 sq.m

130 sq.m

8 sq.m

13 sq.m

43 sq.m

22 sq.m

237 sq.m

42 sq.m

32 sq.m

20 sq.m

15 sq.m 4 s.m

9 sq.m

9 sq.m

18 sq.m

19 sq.m

124 sq.m

15 sq.m

3 s.m

2 s.m

10 sq.m

10 sq.m

15 sq.m

13 sq.m

42 sq.m

12 sq.m

42 sq.m

425 sq.m

150 sq.m

17 sq.m

126 sq.m

41 sq.m

35 sq.m

66 sq.m

28 sq.m

40 sq.m

18 sq.m 55 sq.m

73 sq.m

52 sq.m

65 sq.m

56 sq.m 78 sq.m

CIRCULATION AS TRANSIENCE SPACE/INFORMAL LEARNING

170 sq.m

105 sq.m

NUMBER OF ANCHOR SHOPS (SOCIAL) : 3 AVERAGE ANCHOR SHOP (SOCIAL) SIZE: 1475/3 = 491 SQ.M NUMBER OF RETAILS (CLASSROOMS) : 87 AVERAGE RETAIL SIZE (CLASSROOMS) : 4507/87 = 51 SQ.M

761 sq.m

ANCHOR SHOPS AS SOCIAL SPACES TOTAL AREA: 9889 SQ.M TOTAL RETAILS AREA (CLASSROOMS) : 4507 SQ.M TOTAL ANCHOR SHOPS AREA (SOCIAL) : 1475 SQ.M TOTAL MISCELLANEOUS AREA (CLUSTERS) : 233 SQ.M TOTAL BUILT UP AREA: 6215 SQ.M CIRCULATION SPACE (TRANSIENCE) : 9889 - 6215 = 3674

* PATRIDGE CREEK SHOPPING MALL IS SCALED DOWN IN ORDER FOR IT TO BE UTILIZED AS A LEARNING ENVIRONMENT AND ADHERINGTO THE BRIEF REQUIREMENTS

AIM / HUNCH: - DISPERSE AND DISTRIBUTE THE ANCHOR SHOPS/SPACES INTO THE BUILDING. ANCHOR SHOPS WOULD BE USED AS SOCIAL SPACES. - THE CIRCULATION SPACES WOULD BE USED AS A TRANSIENCE SPACE FOR INFORMAL LEARNING TO TAKE PLACE. - RETAILS WOULD BE USED AS CLASSROOMS AND LABORATORIES - MISCELLANEOUS SUCH AS FOUNTAINS, TOILETS AND INFORMATION BOOTHS WOULD BE SET UP AS CLUSTERED LEARNING SPACES DISPERSED THROUGHOUT THE CAMPUS

01

MID SEMESTER PRESENTATION EXPERIMENT 2 - MIS-USED-MIS-APPROPRIATED AND STRANGELY HYBRID TYPES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE SHOPPING MALL + RUBIKS CUBE: PROCESS] [THE RUBIKS CUBE: PROCESS ] FOR EXAMPLE, SUPPOSE THE PUZZLER HAS FAMILIARISED HERSELF WITH HOW THE PUZZLE CAN MOVE, AND IS ABLE TO ASSEMBLE ONE FACE IN A SOLID COLOUR, EXCEPT FOR ONE CORNER. A 7-STAGE ALGORITHM CAN BE USED TO SWAP TWO CORNER PIECES, AS DESCRIBED BELOW AND SHOWN IN DIAGRAM FORM. 1) ROTATE THE RIGHT HAND FACE 90 DEGREES COUNTER CLOCKWISE (IMAGE 2) 2) ROTATE THE BOTTOM FACE 180 DEGREES (IMAGE 3) 3) ROTATE THE RIGHT HAND FACE 90 DEGREES CLOCKWISE, (IMAGE 4) 4) ROTATE THE BOTTOM FACE 90 DEGREES CLOCKWISE (AS LOOKED AT FROM BELOW) (IMAGE 5) ROTATE THE RIGHT HAND FACE 90 DEGREES COUNTER CLOCKWISE (IMAGE 6) 6) ROTATE THE BOTTOM FACE 90 DEGREES COUNTER CLOCKWISE (AS LOOKED AT FROM BELOW) (IMAGE 7) 7) ROTATE THE RIGHT HAND FACE 90 DEGREES CLOCKWISE (IMAGE 8)

POTENTIAL OF RUBIKS CUBE: - DISTRIBUTION OF SPACES AND MAINTAINING A CLOSE RELATIONSHIP WITHIN OBJECTS AND SPACES IN THE 9X9 GRID. - UNDERSTANDING MOVEMENT IN SPACE AND HOW IT RELATES TO ONE ANOTHER - MAINTAINING THE RELATIONSHIP BETWEEN SPACES AND DISRIBUTING THEM EVENLY ACROSS THE CUBE

01

MID SEMESTER PRESENTATION

FORMFIELD 3.0

EXPERIMENT 2 - MIS-USED-MIS-APPROPRIATED AND STRANGELY HYBRID TYPES

HUN LIN, NEO - S3160755

[THE SHOPPING MALL + RUBIKS CUBE: PROCESS] RULE/AIM: - THE RUBIKS CUBE IS FLATTENED OUT AND THE SCALED DOWN PLAN OF THE SHOPPING MALL IS APPLIED ONTO IT - THE PLAN OF THE MALL IS CROPPED OUT TO FIT INTO THE GRIDS - THE RUBIKS CUBE IS THEN ASSEMBLED INTO A CUBE - EACH SIDE IS ROTATED 90 DEGREES CLOCKWISE - THE CUBE IS THEN FLATTENED OUT AGAIN - THE RESULT OF THIS EXPERIMENT DEMONSTRATED THAT THE SPACES ARE DISTRIBUTED IN A DISPERSED MANNER, YET IT FORM A STRONG CORRELATION BETWEEN EACH SPACES AS INTENDED. THE USE OF THE GRID WOULD BE TO JUSTIFY THE DIFFERENT CLUSTER OF SPACES THAT ARE CREATED FROM THIS EXPERIMENT

[PROJECT PATRIDGE CREEK MALL ONTO GRID]

[ROTATE 90 DEGREES CLOCKWISE - UP FACE]

[PACK SURFACE INTO A CUBE]

[ROTATE 90 DEGREES CLOCKWISE - DOWN FACE]

[ROTATE 90 DEGREES CLOCKWISE - RIGHT FACE]

[ROTATE 90 DEGREES CLOCKWISE - LEFT FACE]

[UNPACK SURFACE INTO GRID]

01

MID SEMESTER PRESENTATION EXPERIMENT 1 + 2 - COMBINATION ATTEMPT

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE COMBINATION ATTEMPT]

01

MID SEMESTER PRESENTATION OUTCOMES - URBAN PLAN

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ THE COMBINATION - RESULT]

01

MID SEMESTER PRESENTATION OUTCOMES - SITE PLAN

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[SITE PLAN]

01

MID SEMESTER PRESENTATION OUTCOMES - VIEW OF THE PLAZA

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ VIEW OF THE PLAZA]

01

MID SEMESTER PRESENTATION OUTCOMES - VIEW OF THE CLUSTERED CORRIDOR

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[VIEW OF THE CLUSTERED CORRIDOR]

01

WORK IN PROGRESS contents: Part 01: Part 02: Part 03: Part 04:

Research on Effects and Outcomes Facade Research on Moire Patterns North Melbourne Train Station - Precedence Internal Organization - Train Station

THE ORNAMENT PART 1: RESEARCH ON EFFECTS AND OUTCOMES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

PROGRAMMED POCHE DEFINITION: THICKENED ZONES TRADITIONALLY NECESSARY FOR STRUCTURE OPPORTUNITIES: CAN ALSO PERFORM AS AN ORGANIZATIONAL DEVICE CREATING LEFT OVER, PARTICULARLY SHAPED SECONDARY SPACES BETWEEN OR ADJACENT TO PRIMARY VOLUMES

SUPERFLAT LAYERING DEFINITION: THE REDUCTION OF FORM TO A SET OF TWO DIMENSIONAL LAYERS ARRANGED AT VARYING DEPTH OPPORTUNITIES: IN ARCHITECTURE, THE TECHNIQUE IS OFTEN EMPLOYED IN FACADES, TO ENHANCE THE SINGULARITY OF FACADES WITH MULTIPLE READINGS THAT OVERLAP AND INTERRELATE, BLURRING AND DISTORTING THE DEPTH OF THE FACADE

PETTICOAT LAYERING DEFINITION: LIGHT, FLUFFY VOLUMINOUS SURFACES CREATED BY THE ADDITION OF MANY LAYERS OR THE FOLDING PLEATING OR RUFFLING OF THE SURFACE OPPORTUNITIES: THE LAYERED FABRICS OF A VICTORIAN PETTICOAT AND THE FLUFFY STRUCTURE OF WHIPPED CREAMS AND FROTHS BOTH GENERATE VOLUME THROUGH REPEATED BUBBLES, FOLDS AND COILS

01

THE ORNAMENT PART 1: RESEARCH ON EFFECTS AND OUTCOMES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

SURFACE POCHE DEFINITION: SET OF INTERWOVEN SURFACES WHICH CREATE ANOTHER CONTINUOUS IMPLIED SURFACE AT THEIR COLLECTIVE EDGE OPPORTUNITIES: THESE VARIATIONS PRODUCE A BLURRED RELATIONSHIP BETWEEN STRUCTURE AND ORNAMENT

TOPO-PANELIZATION DEFINITION: THE DISCRETE SUBDIVISION OF A SURFACE INTO SEPERATE PARTS, BASED ON RIGOROUS LIMITATIONS OF SURFACE GEOMETRY, MATERIAL CHARACTERISTICS AND CONSTRUCTIVE DIMENSIONS OPPORTUNITIES: TOPO-PANELIZATION IS THE DEVELOPMENT OF A LANGUAGE OF SURFACE BASED ON ARCHITECTURAL CONCERNS OF ASSEMBLY RATHER THAN A SCULPTURAL INTEREST. IT INVESTS SMOOTH SURFACES WITH VARIED ARTICULATION WHICH COULD POTENTIALLY BE SYSTEMS OF APERTURE DEEPLY ROOTED INTO THE STRUCTURE

CREASES DEFINITION: A LINE ON A SURFACE THAT SIMULTANEOUSLY ARTICULATES THAT SURFACE INTO DISTINCT REGIONS AND UNIFIES SEPERATE PARTS OR ZONES IN TO A COHERENT WHOLE OPPORTUNITIES: CAR DESIGNERS OFTEN CREASE SURFACES AS THEY ARE SCULPTED, INTRODUCING A SUBTLE FEELING AND VIRTUOSITY, BUT ALSO PLACING FOCUS ON THE ULTRATHIN SURFACE ITSELF. CREASES GENERATE ONLY EFFECTS SUCH AS REFLECTION, SMOOTHNESS, SHARPNESS OR SPEED.

01

THE ORNAMENT PART 2: RESEARCH ON EFFECTS AND OUTCOMES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

ALBEDO DEFINITION: LOSS OF DETAIL IN A CONTINUOUS SURFACE OR SYSTEM WHICH RESULTS IN A LOCALLY WASHED OUT VISUAL EFFECT OPPORTUNITIES: IN BOTH CAR DESIGN AND ARCHITECTURE, THE ALBEDO OR HIGHLIGHT CAN LITERALLY BE DESIGNED BY MANIPULATING THE SURFACE. IT CAN ALSO PERFORM AS A VISUAL ILLUSION AND ORGANIZATIONAL DEVICE PRODUCED BY CHANGES IN PATTERN, DEPTH OR TRANSLUCENCY

DIE CUTTING DEFINITION: THE CREATION OF CRISP FIGURES BY SECTIONING A CONTINUOUS SET OF INTERIOR VOLUMES OR SURFACES AT THE FACADES OPPORTUNITIES: AN OBLIQUE CUT AT THE SURFACE SIMULTANEOUSLY DISTORTS THE GEOMETRY OF INTERIOR PARTITIONS AND REVEAL ITS FORMAL COHERENCE. DESIGNING THE INTERRELATION OF VOLUME ON THE INTERIOR AND FIGURE ON THE EXTERIOR POTENTIALLY KEEPS BOTH AT A REMOVE FROM CONVENTION - EITHER IN TERMS OF ORGANIZATION OR A BANAL COMPOSITION BASED AROUND A SPECIFIC IMAGE OR ICON

INJECTION MOLDING DEFINITION: AN AGGREGATION OF CONTINUOUSLY VARYING MODULAR ELEMENTS THAT MAINTAIN A HINT OF THE PLASTIC, CANDY COATED AESTHETIC OF THE MASS PRODUCTION TECHNIQUE. OPPORTUNITIES: INJECTION MOLDING IS USED TO MANUFACTURE PIECES FROM THERMOPLASTIC BY INJECTING MOLTEN PLASTIC INTO A MOLD AT HIGH PRESSURE. EVOKING THE TRASH CANS OR FRISBEES MADE THIS WAY INFUSES ARCHITECTURE WITH AN ELEMENT OF FLEETING CONTEMPORARY POP CULTURE RATHER THAN THE MODERNIST GOAL OF STAID TIMLESSNESS

01

THE ORNAMENT PART 2: RESEARCH ON EFFECTS AND OUTCOMES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

FIGURAL STRUCTURE DEFINITION: A COMPOSITION OF STRUCTURAL ELEMENTS THAT DETACHES FROM OR PUSHES THROUGH THE BUILDING ENVELOPE, PRODUCING A MASSING OF POROUS AND VARIABLE FIGURES OPPORTUNITIES: FIGURAL STRUCTURE IS READ AGAINST THE GROUND OF THE ENVELOPE. A MONOLITHIC COMPRESSION OF THE TWO SYSTEMS INTO A SINGLE LAYER IS MORE EASILY READ AS A SINGLE ICONOGRAPHIC IMAGE, SOMETHING THAT LOOKS LIKE SOMETHING ELSE. THROUGH ADDED DEPTH AND PATTERNS ACROSS THE SURFACE, FIGURAL STRUCTURE ALLOWS FOR MORE AMBIGUOUS PATTERNS THAT EVOLVE AS THE VIEWER MOVES AND PERFORM THROUGH RHYTHM, COUNTERPOINT AND A RICHER ARRAY OF VISUAL OR NON-VISUAL PHENOMENA.

PLEATED SURFACES DEFINITION: A TYPE OF SURFACE FOLD THAT CHANGES THE CHARACTER OF ITS SURFACE, FROM INFINITELY THIN TO EXCESSIVELY THICK, STRUCTURED AND PRECISELY ARTICULATED OPPORTUNITIES: PLEATS HAVE THE POTENTIAL TO GENERATE A SEQUENCE OF TRANSITIONS THAT CAN VARY FROM SMOOTH AND SUBTLE TO SHARP AND ABRUPT. THEY MAINTAIN A CLEAR AFFINITY FOR REPETITION, STRONG RHYTHM, CONTINUITY AND PRECISION. PLEATING EXPANDS A TWO-DIMENSIONAL SURFACE, PRODUCING STRUCTURAL DEPTH AND MEDIATING THE DICHOTOMY BETWEEN SURFACE AND VOLUME.

INFLECTION POINTS DEFINITION: VARIATION IN A CONTINUOUS SURFACE OR SYSTEM THAT ALLOWS AN ENTIRELY NEW TYPE TO DEVELOPE OPPORTUNITIES: IN ARCHITECTURAL TERMS, THESE INFLECTION POINTS CAN TRANSFORM PATTERN (EX: ORTHOGONAL TO IRREGULAR), STRUCTURE (EX: TRUSS TO SPACE FRAME), OR ORGANIZATION (CLOSED TO OPEN)

01

THE ORNAMENT PART 2: FACADE RESEARCH ON MOIRE PATTERNS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

CORNELL UNIVERSITY RESEARCH ON MOIRE AS A FACADE SYSTEM 01

THE ORNAMENT PART 2: FACADE RESEARCH ON MOIRE PATTERNS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

UN STUDIO - MOIRE PATTERNS USED IN STAR PLACE DEVELOPMENT IN KAOHSIUNG, TAIWAN 01

PRECEDENCE PART 3: NORTH MELBOURNE TRAIN STATION

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

EXPERIMENT ON TYPOLOGY PART 4: INTERNAL ORGANIZATION - TRAIN STATION

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

EXPERIMENT ON TYPOLOGY PART 4: INTERNAL ORGANIZATION - TRAIN STATION

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

EXPERIMENT ON TYPOLOGY PART 4: INTERNAL ORGANIZATION - TRAIN STATION

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

EXPERIMENT ON TYPOLOGY PART 4: INTERNAL ORGANIZATION - TRAIN STATION

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

EXPERIMENT ON TYPOLOGY PART 4: INTERNAL ORGANIZATION - TRAIN STATION

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

EXPERIMENT ON TYPOLOGY PART 4: INTERNAL ORGANIZATION - TRAIN STATION

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

WORK IN PROGRESS contents: Part 01: Part 02: Part 03: Part 04:

Internal Organization - Design Development Stair-Ramps - Design Development The Main Atrium - Design Development The Ornament - Design Development

INTERNAL ORGANIZATION PART 1: GROUND FLOOR PLAN

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

STAIR-RAMPS

FORMFIELD 3.0

PART 2: DESIGN DEVELOPMENT

HUN LIN, NEO - S3160755

Section A-A - Split Levels and Internal Development

Stair-Ramps - Social Space

Stair-Ramps - McCormick Tribune Campus Center

01

THE MAIN ATRIUM

FORMFIELD 3.0

PART 2: DESIGN DEVELOPMENT

View of Main Atirum

HUN LIN, NEO - S3160755

View of Undercroft

01

THE ORNAMENT

FORMFIELD 3.0

PART 2: RESEARCH ON EFFECTS AND OUTCOMES

HUN LIN, NEO - S3160755

Exterior Render

Interior View

Ornament Development

01

THE ORNAMENT PART 2: DESIGN DEVELOPMENT

Structural Frame

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

THE ORNAMENT PART 2: RESEARCH ON EFFECTS AND OUTCOMES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

FINAL PRESENTATION contents: Part 01: Part 02: Part 03: Part 04: Part 05: Part 06: Part 07:

Precedent Studies Ideas and Representation Experiment 1 - Figure and Ground Experiment 2 - Mis-used-Mis-appropriated and Strangely Hybrid Types Experiment 1 + 2 - Combination Attempt Design Development Outcomes

FINAL PRESENTATION

FORMFIELD 3.0

PRECEDENT STUDIES

HUN LIN, NEO - S3160755

INFORMAL LEARNING SPACEAS AS INTEGRAL FOR LEARNING ENVIRONMENTS DUE TO THE INEFFICIENCY OF THE CLASSROOMS

Map of Arcades and Laneways

The Causeway

Centre Place

Degraves Street

Melbourne Central 01

FINAL PRESENTATION

FORMFIELD 3.0

PRECEDENT STUDIES

Lyons Proposition for RMIT City Campus within the streets of Melbourne CBD - Degraves Street

HUN LIN, NEO - S3160755

Lyons Proposition for RMIT City Campus within the Atrium Space - Melbourne Central

VISUAL CONNECTIONS, ENGAGEMENTS WITHIN DIFFERENT PROGRAMMES

Westfield San Francisco, USA

The Gardens, Mid Valley, Kuala Lumpur 01

FINAL PRESENTATION PRECEDENT STUDIES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

STUDIES OR LEARNING TAKING PLACE AS CLUSTERS - EX: CLUSTERS FORMED EACH TIME WE HAVE AN INTEREST OVER A SUBJECT MATTER

Virginia Law School - Informal Learning Spaces

by Train and Partner Architects

Classroom as a “DEAD SPACE” 01

FINAL PRESENTATION IDEAS AND REPRESENTATION - SPLIT LEVELS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

01

FINAL PRESENTATION IDEAS AND REPRESENTATION - REFERENCE TO FORMAL QUALITIES BY OTHER ARCHITECTS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Church of the Year 2000 by Peter Eisenman

Residence for a Fashion Designer, London, UK 2002 by Ali Rahim 01

FINAL PRESENTATION IDEAS AND REPRESENTATION - INTERCHANGING STREETSCAPES AND VOIDS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Kata Tjuta, Northern Territories

The Wave, Arizona, USA

Kata Tjuta, Northern Territories

Wave Rock, Hyden, Western Australia

Antelope Canyon, Sandstone Rock, USA

Antelope Canyon, Sandstone Rock, USA

01

FINAL PRESENTATION PRECEDENT STUDIES - APERTURES AND VOIDS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

Wadi Resort by Oppenheim Architect

01

FINAL PRESENTATION EXPERIMENT 1 - FIGURE AND GROUND

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE EARTHQUAKE: PROCESS]

01

FINAL PRESENTATION

FORMFIELD 3.0

EXPERIMENT 1 - FIGURE AND GROUND

HUN LIN, NEO - S3160755

[THE EARTHQUAKE: PROCESS]

RULES IN APPLICATION: 1) 2) 3) 4)

PRESSURE WOULD APPLY HARDEST NEAR THE CENTRE OF THE BUILDING (FULL AMPLITUDE) PRESSURE WOULD APPLY THE LEAST AS IT IS FURTHER AWAY FROM THE BUILDING SOURCE OF EPICENTRE IS AT THE MIDDLE OF THE BUILDING - CREATING VOIDS AND OPENINGS FOR SOCIAL SPACES THE FAULT LINE OCCURS AT BOTH 4 AND 7 OF THE HORIZONTAL GRID

1 2 3 4 5 6 7 8 9 10

sect 1

sect 2

sect 3

sect 4

sect 5

sect 6

sect 7

sect 8

sect 9

sect 10

sect 11

sect 12

sect 13

sect 14

sect 15

sect 16

10a 11 11a 12

12a

13

13a

13

12a 12 11a 11 10a 10 9 8 7 6 5 4 3 2 1

01

FINAL PRESENTATION EXPERIMENT 1 - FIGURE AND GROUND

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE EARTHQUAKE: OUTCOMES AND ANALYSIS]

01

FINAL PRESENTATION EXPERIMENT 1 - FIGURE AND GROUND

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE EARTHQUAKE: OUTCOMES AND ANALYSIS]

01

FINAL PRESENTATION EXPERIMENT 2 - MIS-USED-MIS-APPROPRIATED AND STRANGELY HYBRID TYPES

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE SHOPPING MALL + RUBIKS CUBE: PROCESS]

TOTAL AREA: 56 856 SQ.M AVERAGE ANCHOR SHOP SIZE: 11334 SQ.M AVERAGE RETAIL SIZE: 2000 SQ.M

01

FINAL PRESENTATION

FORMFIELD 3.0

EXPERIMENT 2 - MIS-USED-MIS-APPROPRIATED AND STRANGELY HYBRID TYPES

HUN LIN, NEO - S3160755

[THE SHOPPING MALL + RUBIKS CUBE: PROCESS] [THE PATRIDGE CREEK MALL - DETROIT]

13 sq.m

RETAILS AS CLASSROOMS 117 sq.m

105 sq.m

102 sq.m

3 s.m

102 sq.m

63 sq.m

104 sq.m

32 sq.m

18 sq.m

11 sq.m

16 sq.m

3 sq.m

16 sq.m

72 sq.m 15 sq.m

64 sq.m

50 sq.m

16 sq.m

MISCELLANEOUS AS CLUSTERS OF LEARNING SPACES 3 s.m

3 s.m

55 sq.m

58 sq.m

289 sq.m 81 sq.m

17 sq.m

68 sq.m

2 s.m

121 sq.m

13 sq.m

43 sq.m

37 sq.m

57 sq.m

9 sq.m

12 sq.m

6 sq.m 18 sq.m

35 sq.m

20 sq.m

19 sq.m

6 sq.m

18 sq.m

18 sq.m

66 sq.m

117 sq.m

45 sq.m

20 sq.m

24 sq.m

27 sq.m

9 sq.m

43 sq.m

3 sq.m

56 sq.m

3 s.m

89 sq.m

31 sq.m

29 sq.m

38 sq.m

64 sq.m

67 sq.m

68 sq.m

4 sq.m

124 sq.m

88 sq.m

130 sq.m

8 sq.m

13 sq.m

43 sq.m

22 sq.m

237 sq.m

42 sq.m

32 sq.m

20 sq.m

15 sq.m 4 s.m

9 sq.m

9 sq.m

18 sq.m

19 sq.m

124 sq.m

15 sq.m

3 s.m

2 s.m

10 sq.m

10 sq.m

15 sq.m

13 sq.m

42 sq.m

12 sq.m

42 sq.m

425 sq.m

150 sq.m

17 sq.m

126 sq.m

41 sq.m

35 sq.m

66 sq.m

28 sq.m

40 sq.m

18 sq.m 55 sq.m

73 sq.m

52 sq.m

65 sq.m

56 sq.m 78 sq.m

CIRCULATION AS TRANSIENCE SPACE/INFORMAL LEARNING

170 sq.m

105 sq.m

NUMBER OF ANCHOR SHOPS (SOCIAL) : 3 AVERAGE ANCHOR SHOP (SOCIAL) SIZE: 1475/3 = 491 SQ.M NUMBER OF RETAILS (CLASSROOMS) : 87 AVERAGE RETAIL SIZE (CLASSROOMS) : 4507/87 = 51 SQ.M

761 sq.m

ANCHOR SHOPS AS SOCIAL SPACES TOTAL AREA: 9889 SQ.M TOTAL RETAILS AREA (CLASSROOMS) : 4507 SQ.M TOTAL ANCHOR SHOPS AREA (SOCIAL) : 1475 SQ.M TOTAL MISCELLANEOUS AREA (CLUSTERS) : 233 SQ.M TOTAL BUILT UP AREA: 6215 SQ.M CIRCULATION SPACE (TRANSIENCE) : 9889 - 6215 = 3674

* PATRIDGE CREEK SHOPPING MALL IS SCALED DOWN IN ORDER FOR IT TO BE UTILIZED AS A LEARNING ENVIRONMENT AND ADHERINGTO THE BRIEF REQUIREMENTS

AIM / HUNCH: - DISPERSE AND DISTRIBUTE THE ANCHOR SHOPS/SPACES INTO THE BUILDING. ANCHOR SHOPS WOULD BE USED AS SOCIAL SPACES. - THE CIRCULATION SPACES WOULD BE USED AS A TRANSIENCE SPACE FOR INFORMAL LEARNING TO TAKE PLACE. - RETAILS WOULD BE USED AS CLASSROOMS AND LABORATORIES - MISCELLANEOUS SUCH AS FOUNTAINS, TOILETS AND INFORMATION BOOTHS WOULD BE SET UP AS CLUSTERED LEARNING SPACES DISPERSED THROUGHOUT THE CAMPUS

01

FINAL PRESENTATION

FORMFIELD 3.0

EXPERIMENT 2 - MIS-USED-MIS-APPROPRIATED AND STRANGELY HYBRID TYPES

HUN LIN, NEO - S3160755

[THE SHOPPING MALL + RUBIKS CUBE: PROCESS] RULE/AIM: - THE RUBIKS CUBE IS FLATTENED OUT AND THE SCALED DOWN PLAN OF THE SHOPPING MALL IS APPLIED ONTO IT - THE PLAN OF THE MALL IS CROPPED OUT TO FIT INTO THE GRIDS - THE RUBIKS CUBE IS THEN ASSEMBLED INTO A CUBE - EACH SIDE IS ROTATED 90 DEGREES CLOCKWISE - THE CUBE IS THEN FLATTENED OUT AGAIN - THE RESULT OF THIS EXPERIMENT DEMONSTRATED THAT THE SPACES ARE DISTRIBUTED IN A DISPERSED MANNER, YET IT FORM A STRONG CORRELATION BETWEEN EACH SPACES AS INTENDED. THE USE OF THE GRID WOULD BE TO JUSTIFY THE DIFFERENT CLUSTER OF SPACES THAT ARE CREATED FROM THIS EXPERIMENT

[PROJECT PATRIDGE CREEK MALL ONTO GRID]

[ROTATE 90 DEGREES CLOCKWISE - UP FACE]

[PACK SURFACE INTO A CUBE]

[ROTATE 90 DEGREES CLOCKWISE - DOWN FACE]

[ROTATE 90 DEGREES CLOCKWISE - RIGHT FACE]

[ROTATE 90 DEGREES CLOCKWISE - LEFT FACE]

[UNPACK SURFACE INTO GRID]

01

FINAL PRESENTATION EXPERIMENT 1 + 2 - COMBINATION ATTEMPT

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[THE COMBINATION ATTEMPT]

01

FINAL PRESENTATION EXPERIMENT 1 + 2 - COMBINATION ATTEMPT

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ DEVELOPMENT DIAGRAMS ]

01

FINAL PRESENTATION

FORMFIELD 3.0

DESIGN DEVELOPMENT

HUN LIN, NEO - S3160755

[ DEVELOPMENT DIAGRAMS ]

PERMEABLE SOCIAL SPACES DISTRIBUTED ACROSS INTERNALLY AND EXTERNALLY

CONFIGURATION 1 - COMPUTER LABS

CONFIGURATION 2 - EXHIBITION SPACE 01

FINAL PRESENTATION DESIGN DEVELOPMENT

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ CIRCULATION DIAGRAM AND CROSS SECTION-ELEVATION ]

01

FINAL PRESENTATION OUTCOMES - BASEMENT PLAN

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ GROUND FLOOR PLAN ]

01

FINAL PRESENTATION OUTCOMES - GROUND FLOOR PLAN

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ FIRST FLOOR PLAN ]

01

FINAL PRESENTATION OUTCOMES - ROOF PLAN

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ ROOF PLAN ]

01

FINAL PRESENTATION OUTCOMES - VIEW OF THE EXTERIOR + LANDSCAPE

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[VIEW OF THE EXTERIOR SOCIAL SPACE]

[ OVERALL VIEW ]

[ SECTION A-A ]

01

FINAL PRESENTATION OUTCOMES - EXTERIOR VIEWS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ VIEW OF THE BOTTLENECK - COMPRESSION ]

01

FINAL PRESENTATION OUTCOMES - EXTERIOR VIEWS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ VIEW OF THE SOCIAL SPACE - OUTDOOR CAFETERIA ]

01

FINAL PRESENTATION OUTCOMES - EXTERIOR VIEWS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ VIEW OF THE MAIN ATRIUM - EXPANSION OF SPACE ]

01

FINAL PRESENTATION OUTCOMES - INTERIOR VIEWS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ VIEW OF THE MAIN ATRIUM - EXPANSION ]

01

FINAL PRESENTATION OUTCOMES - INTERIOR VIEWS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ VIEW OF SOCIAL SPACE - LIBRARY ]

01

FINAL PRESENTATION OUTCOMES - INTERIOR VIEWS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ VIEW OF SOCIAL SPACE - CAFETERIA ]

01

FINAL PRESENTATION OUTCOMES - INTERIOR VIEWS

FORMFIELD 3.0 HUN LIN, NEO - S3160755

[ VIEW OF THE ADMINISTRATIVE OFFICE AND WORKING SPACE ]

01

EXPERIMENT 1: FIGURE AND GROUND

BEFORE

AFTER

THE PROCESS

INTERIOR VIEWS

1) THE EARTHQUAKE PROCESS ATTEMPTS TO CREATE A FIGURE GROUND RELATIONSHIP BY GENERATING FAULT LINES AND RUPTURES THROUGH BUILDINGS AND LANDSCAPE TO GENERATE SOCIAL SPACES 2) THE INTERPRETATION OF THE FAULT LINES AND WIDTH OF RUPTURES WILL INCREASE AS IT DRAWS CLOSER TO THE BUILDING TO FORM VOIDS AND SOCIAL SPACES WHEREAS IT DECREASES AS IT BLEEDS INTO THE LANDSCAPE FORMING SEATS AND PATHWAYS THE RESULT 1) A SCHEME WHICH ENGAGES IN TERMS OF VISUAL CONNECTIONS AND PASSAGEWAYS TO PROMOTE INTERACTIONS BETWEEN OUTDOOR, INDOOR AND CIRCULATION SPACES 2) A SCHEME WHICH DECEIVES THE ACTUAL GROUND PLANE AND INCREASED CONNECTIONS BETWEEN OPEN SPACES AND BUILDINGS THE POTENTIAL 1) CREATES A CLEAR DISTINCTION OF PUBLIC OPEN SPACE AND BUILDING WHILE STILL BLURRING THE BOUNDARIES BETWEEN INSIDE AND OUTSIDE SPACE 2) THIS PROCESS WILL ALWAYS BLUR THE LANDSCAPE INTO THE BUILDING

RULES IN APPLICATION: 1) PRESSURE WOULD APPLY HARDEST NEAR THE CENTRE OF THE BUILDING (FULL AMPLITUDE) 2) PRESSURE WOULD APPLY THE LEAST AS IT IS FURTHER AWAY FROM THE BUILDING 3) SOURCE OF EPICENTRE IS AT THE MIDDLE OF THE BUILDING - CREATING VOIDS AND OPENINGS FOR SOCIAL SPACES 4) THE FAULT LINE OCCURS AT BOTH 4 AND 7 OF THE HORIZONTAL GRID

1 2 3 4 5 6 7 8 9

sect 1

sect 2

sect 3

sect 4

sect 5

sect 6

sect 7

sect 8

sect 9

sect 10

sect 11

sect 12

sect 13

sect 14

sect 15

sect 16

VIEW OF SOCIAL SPACE - LIBRARY

VIEW OF MAIN ATRIUM - EXPANSION OF SPACE

VIEW OF THE BOTTLENECK - COMPRESSION

VIEW OF SOCIAL SPACE- OUTDOOR CAFETERIA

10 10a 11 11a 12

AERIAL VIEW SCALE: 1: 1000

12a

VIEW OF SOCIAL SPACE - CAFETERIA

13

13a

13

12a 12 11a 11 10a 10 9

EARTHQUAKE BUILDING VS OPEN SPACE PERMEABLE AND PENETRABLE SPACE

8 7 6 5 4 3 2

1

EXPERIMENT 2: HYBRID TYPOLOGY [THE SHOPPING MALL + RUBIKS CUBE: PROCESS] HE COMBINATION [T ATTEMPT]

RULE/AIM: - THE RUBIKS CUBE IS FLATTENED OUT AND THE SCALED DOWN PLAN OF THE SHOPPING MALL IS APPLIED ONTO IT - THE PLAN OF THE MALL IS CROPPED OUT TO FIT INTO THE GRIDS - THE RUBIKS CUBE IS THEN ASSEMBLED INTO A CUBE - EACH SIDE IS ROTATED 90 DEGREES CLOCKWISE - THE CUBE IS THEN FLATTENED OUT AGAIN - THE RESULT OF THIS EXPERIMENT DEMONSTRATED THAT THE SPACES ARE DISTRIBUTED IN A DISPERSED MANNER, YET IT FORM A STRONG CORRELATION BETWEEN EACH SPACES AS INTENDED. THE USE OF THE GRID WOULD BE TO JUSTIFY THE DIFFERENT CLUSTER OF SPACES THAT ARE CREATED FROM THIS EXPERIMENT

[PROJECT PATRIDGE CREEK MALL ONTO GRID]

[ROTATE 90 DEGREES CLOCKWISE - UP FACE]

The project adopts it’s brief from the RMIT School of Aeronautical and Engineering in Bundoora. It is a speculative campus which studies the various means of exploring new type of learning environment.

The series of experiments are choreographed to achieve a desired affect and effect, to help generate both formal qualities and internal organization.

RUBIKS CUBE & SHOPPING MALL DISTRIBUTION OF OPEN SPACES VISUAL CONNECTIONS

[PACK SURFACE INTO A CUBE]

[ROTATE 90 DEGREES CLOCKWISE - DOWN FACE]

[ROTATE 90 DEGREES CLOCKWISE - RIGHT FACE][

ROTATE 90 DEGREES CLOCKWISE - LEFT FACE]

[UNPACK SURFACE INTO GRID]

OVERALL VIEW FIRST FLOOR PLAN SCALE: 1: 250

VIEW OF THE MAIN ATRIUM - VISUAL CONNECTIONS

CROSS SECTION-ELEVATION SCALE: 1: 500

CROSS SECTION-ELEVATION SCALE: 1: 500 SECTION A-A SCALE: 1: 500 GROUND FLOOR PLAN SCALE: 1: 500 ROCK FORMATIONS INTEGRATED SOCIAL SPACES STUDIES OR LEARNING TAKING PLACE AS CLUSTERS - EX: CLUSTERS FORMED EACH TIME WE HAVE AN INTEREST OVER A SUBJECT MATTER

VIEW OF ADMINISTRATIVE OFFICE AND WORKING SPACES

INFORMAL LEARNING - LEARNING HAPPENS EVERYWHERE

OUTSIDE LEARNING SPACE CRUCIAL FOR LEARNING ENVIRONMENT

COMPRESSION AND EXPANSION OF SPACES - FORCED INTERACTIONS

LANEWAYS AS IDEAL SOCIAL SPACES

PERMEABLE CIRCULATION SPACES INTEGRATED WITH SOCIAL SPACES

VISUAL CONNECTIONS

RECREATE DEFINITION OF CLASSROOMS

VISUAL CONNECTIONS, ENGAGEMENTS WITHIN DIFFERENT PROGRAMMES

INFORMAL LEARNING SPACEAS AS INTEGRAL FOR LEARNING ENVIRONMENTS DUE TO THE INEFFICIENCY OF THE CLASSROOMS

INCREASED CIRCULATION INTO OUTDOOR SOCIAL SPACE

RAMP ACCESS TO BOTH LEVELS

PERMEABLE SOCIAL SPACES DISTRIBUTED ACROSS INTERNALLY AND EXTERNALLY

EXPANDING AND CONTRACTING SPACES - STIMULATING INTERACTIONS

CONFIGURATION 1 - COMPUTER LABS

CONFIGURATION 2 - EXHIBITION SPACE

FLEXIBLE SPACES

VISUAL ENGAGEMENTS - ENGAGING VISUALLY WITH OTHER DISCIPLINES

THE PROCESS

BEFORE

1) A SCHEME WHICH ENGAGES IN TERMS OF VISUAL CONNECTIONS AND PASSAGEWAYS TO PROMOTE INTERACTIONS BETWEEN OUTDOOR, INDOOR AND CIRCULATION SPACES 2) A SCHEME WHICH DECEIVES THE ACTUAL GROUND PLANE AND INCREASED CONNECTIONS BETWEEN OPEN SPACES AND BUILDINGS

THE RESULT

AFTER

1) THE EARTHQUAKE PROCESS ATTEMPTS TO CREATE A FIGURE GROUND RELATIONSHIP BY GENERATING FAULT LINES AND RUPTURES THROUGH BUILDINGS AND LANDSCAPE TO GENERATE SOCIAL SPACES 2) THE INTERPRETATION OF THE FAULT LINES AND WIDTH OF RUPTURES WILL INCREASE AS IT DRAWS CLOSER TO THE BUILDING TO FORM VOIDS AND SOCIAL SPACES WHEREAS IT DECREASES AS IT BLEEDS INTO THE LANDSCAPE FORMING SEATS AND PATHWAYS

THE POTENTIAL 1) CREATES A CLEAR DISTINCTION OF PUBLIC OPEN SPACE AND BUILDING WHILE STILL BLURRING THE BOUNDARIES BETWEEN INSIDE AND OUTSIDE SPACE 2) THIS PROCESS WILL ALWAYS BLUR THE LANDSCAPE INTO THE BUILDING

sect 13

sect 9

sect 5

sect 1

sect 14

sect 10

sect 6

sect 2

sect 15

sect 11

sect 7

sect 3

sect 16

sect 12

sect 8

sect 4

[PACK SURFACE INTO A CUBE]

[ROTATE 90 DEGREES CLOCKWISE - RIGHT FACE][

ROTATE 90 DEGREES CLOCKWISE - LEFT FACE]

HE COMBINATION [T ATTEMPT]

1) PRESSURE WOULD APPLY HARDEST NEAR THE CENTRE OF THE BUILDING (FULL AMPLITUDE) 2) PRESSURE WOULD APPLY THE LEAST AS IT IS FURTHER AWAY FROM THE BUILDING 3) SOURCE OF EPICENTRE IS AT THE MIDDLE OF THE BUILDING - CREATING VOIDS AND OPENINGS FOR SOCIAL SPACES 4) THE FAULT LINE OCCURS AT BOTH 4 AND 7 OF THE HORIZONTAL GRID

RULES IN APPLICATION:

EXPERIMENT 1: FIGURE AND GROUND

1

3

2

4

6

5

7 8 9 10 10a 11 11a 12

12a

13

13a

13

12a 12 11a 11

10

10a

9

7

8

6

4

5

3 2

1

[THE SHOPPING MALL + RUBIKS CUBE: PROCESS]

EXPERIMENT 2: HYBRID TYPOLOGY

[ROTATE 90 DEGREES CLOCKWISE - DOWN FACE]

RULE/AIM: - THE RUBIKS CUBE IS FLATTENED OUT AND THE SCALED DOWN PLAN OF THE SHOPPING MALL IS APPLIED ONTO IT - THE PLAN OF THE MALL IS CROPPED OUT TO FIT INTO THE GRIDS - THE RUBIKS CUBE IS THEN ASSEMBLED INTO A CUBE - EACH SIDE IS ROTATED 90 DEGREES CLOCKWISE - THE CUBE IS THEN FLATTENED OUT AGAIN - THE RESULT OF THIS EXPERIMENT DEMONSTRATED THAT THE SPACES ARE DISTRIBUTED IN A DISPERSED MANNER, YET IT FORM A STRONG CORRELATION BETWEEN EACH SPACES AS INTENDED. THE USE OF THE GRID WOULD BE TO JUSTIFY THE DIFFERENT CLUSTER OF SPACES THAT ARE CREATED FROM THIS EXPERIMENT

[PROJECT PATRIDGE CREEK MALL ONTO GRID]

[ROTATE 90 DEGREES CLOCKWISE - UP FACE]

[UNPACK SURFACE INTO GRID]

OVERALL VIEW

CROSS SECTION-ELEVATION SCALE: 1: 500

CROSS SECTION-ELEVATION SCALE: 1: 500

ROCK FORMATIONS INTEGRATED SOCIAL SPACES STUDIES OR LEARNING TAKING PLACE AS CLUSTERS - EX: CLUSTERS FORMED EACH TIME WE HAVE AN INTEREST OVER A SUBJECT MATTER

EARTHQUAKE BUILDING VS OPEN SPACE PERMEABLE AND PENETRABLE SPACE The project adopts it’s brief from the RMIT School of Aeronautical and Engineering in Bundoora. It is a speculative campus which studies the various means of exploring new type of learning environment.

The series of experiments are choreographed to achieve a desired affect and effect, to help generate both formal qualities and internal organization.

RUBIKS CUBE & SHOPPING MALL DISTRIBUTION OF OPEN SPACES VISUAL CONNECTIONS

AERIAL VIEW SCALE: 1: 1000

FIRST FLOOR PLAN SCALE: 1: 250

GROUND FLOOR PLAN SCALE: 1: 500

PERMEABLE SOCIAL SPACES DISTRIBUTED ACROSS INTERNALLY AND EXTERNALLY

OUTSIDE LEARNING SPACE CRUCIAL FOR LEARNING ENVIRONMENT

INCREASED CIRCULATION INTO OUTDOOR SOCIAL SPACE

INFORMAL LEARNING - LEARNING HAPPENS EVERYWHERE

INFORMAL LEARNING SPACEAS AS INTEGRAL FOR LEARNING ENVIRONMENTS DUE TO THE INEFFICIENCY OF THE CLASSROOMS

RAMP ACCESS TO BOTH LEVELS

VIEW OF SOCIAL SPACE - CAFETERIA

CONFIGURATION 2 - EXHIBITION SPACE

PERMEABLE CIRCULATION SPACES INTEGRATED WITH SOCIAL SPACES

VIEW OF ADMINISTRATIVE OFFICE AND WORKING SPACES

CONFIGURATION 1 - COMPUTER LABS

COMPRESSION AND EXPANSION OF SPACES - FORCED INTERACTIONS

EXPANDING AND CONTRACTING SPACES - STIMULATING INTERACTIONS

VIEW OF MAIN ATRIUM - EXPANSION OF SPACE

VISUAL CONNECTIONS, ENGAGEMENTS WITHIN DIFFERENT PROGRAMMES

INTERIOR VIEWS

VIEW OF SOCIAL SPACE - LIBRARY

VIEW OF SOCIAL SPACE- OUTDOOR CAFETERIA

RECREATE DEFINITION OF CLASSROOMS

VISUAL ENGAGEMENTS - ENGAGING VISUALLY WITH OTHER DISCIPLINES

VISUAL CONNECTIONS

VIEW OF THE BOTTLENECK - COMPRESSION

LANEWAYS AS IDEAL SOCIAL SPACES

VIEW OF THE MAIN ATRIUM - VISUAL CONNECTIONS

SECTION A-A SCALE: 1: 500

FLEXIBLE SPACES