BR's architectural portfolio 2021 by Lai Jia Yi

BR’s

architecture portfolio 2017-2021

2021 by brinley lai jia yi

BRINLEY LAI JIA YI 03.12.1995 malaysian graduated in/ university of new south wales, sydney master of architecture contact/ brinleylai@gmail.com

/ EXPERIENCE

/ PUBLICATIONS

2019-2020 Architecture workshop at Wees Academy, Johor Bahru. introduction in the creation and understanding of architecture for students at pre-uni level, to develop prelim archi vocabulary and technical drawing skills.

2018 Malacca Book: a sketch book of historical buildings published by y.architects layout contribution, mapping and development of narratives in english, bahasa and mandarin.

2018-2019 Assistant architect at y.architects.sdn.bhd, Johor Bahru. client liaison and management in several bungalow projects, design and modeling, consultants liaison, preparation of submission dwgs, authority liaison, preparation of tender dwgs, site meeting and procuring info from suppliers.

2016-2017 Architectural intern at zlgdesign, Kuala Lumpur. involved in conceptual design stage/ booklet design, 3d modeling, physical model making and drafting in autocad.

/ AWARDS 2019 Academic Excellence Scholarships and Awards in UNSW. 2017 Bachelor of Science (hons) in Architecture with second class upper honours 2013-2017 Dean’s List Letter of Commendation foundation (2013), sem2 (2015), sem3.5 (2016), sem4 (2016), sem6 (2017). 2013-2017 Tertiary Merit Scholarship foundation (2013), sem2 (2015), sem3.5 (2016), sem4 (2016), sem6 (2017).

2016 Ethos Book published by zlgdesign layout contribution. 2015 Glimpse: methods of documentation and drawings published by SABD Taylor’s Graphic coordinator.

/ EXHIBITIONS 2017 Ctrl+Z: architecture graduate exhibition by SABD Taylor’s committee in creative and marketing team. 2014 Revisit: Delineating culture, tradition and architectural heritage of malaysia’s finest cities by SABD Taylor’s graphic contribution (poster design).

/ EDUCATION 2019-2021 Master in Architecture at UNSW, Sydney Overall WAM: 79.563/100 2014-2017 Bachelor of Science (hons) in architecture at Taylor’s University Lakeside Campus Overall CGPA: 3.52/4.00 2013-2014 Foundation in Nature & Built Environment at Taylor’s University Lakeside Campus

//TABLE OF CONTENT

01 02

post-graduate kindergarten & library// wetland kindergarten pg. 6-31

post-graduate Chippendale communitycoworking centre pg. 32-45

working experience bungalow project// AT House pg. 46-53

undergraduate urban farming// The Oasis pg. 54-62

wetland kindergarten

01 WETLAND KINDERGARTEN kindergarten & library location / Camellia, Sydney date / 2021.feb - august team / site analysis & masterplan: brinley lai, shen lim, willis / design development: brinley lai jia yi / tutor: shaowen wang dr. raffaele pernice

wetland kindergarten

conceptual sketch by Brinley, 2021. 7

wetland kindergarten

urban ecosystem, diagram produced by Shen, 2021.

The question that started it all... Camellia.

As one of the lowest land masses around the sea, the threat to Camellia is high. Riverside development, extreme flood risk and limited evacuation measures meant people have to shelter-in-place during disasters. There are two scenarios when talk about flooding. Possible maximum flooding (PMF) and the 100year flood. In this project, our team aim to design beyond the minimum. We want to design for the PMF, transform disadvantage to advantage. This meant having a ground that is floodable. With that in mind, our team came out with a new master plan vision, an evacuation village of Camellia, where people can still sustain themselves in the midst of disaster.

wetland kindergarten

swot diagram produced 11 by Brinley, 2021.

wetland kindergarten

masterplan vision

//EVACUATION VILLAGE

wetland kindergarten

masterplan 13 produced by Brinley, designed by all team members 2021.

wetland kindergarten

model produced by Brinley, Shen, Willis, 2021. 14

wetland kindergarten

individual research topic

//RETHINK PEDAGOGICAL ENVIRONMENT IN WETLAND

The frequency of disasters worldwide has more than doubled in just 35 years, and 90% of these disasters are water related. In this scenario, wetland plays a significant role in stabilizing GHG emissions and blunting the impacts of climate change. However, the actual actions to protect them are still rare despite of the great ecological and environmental value of wetland.Therefore, environmental education plays an important role that would likely inspire the community a sense of environmental stewardship and allows the children to learn science and social studies in an experiential context.

“Environmental Education is aimed at producing a citizenry that is knowledgeable concerning the biophysical environment and its associated problems, aware of how to help solve these problems, and motivated to work towards their solution.”

//“CONVERSATION STARTS WITH EDUCATION.”

wetland kindergarten

DROUGHT

//scenario A

NORMAL SEA

//scenario B

2100 SEA LEVEL //scenario C

POSSIBLE MAXFLOOD //scenario D

wetland kindergarten

//RESEARCH QUESTION & MANIFESTO

How can a kindergarten typology be designed in wetland to promote proximity education as a mean to increase students’ environmental awareness? Architectural Manifesto: 1. Focus on designing a kindergarten to foster an appreciation of natural environment by providing a platform for ongoing environmental education. 2. A kindergarten settled in wetland and is informed by the formation of wetland. 3. Exposed young children to the notion of environmental change, such as sea level rise, flooding and etc.

the thechanges the changes changes ininth behaviour behaviour behaviour throug throu th natural natural natural being being bein an a

mental education. Eventually, the commuh setting, which helps to improve environ-

3.2 Play 3.2 Play Play learning learning learning Environment Environment Environment wetland kindergarten

g is centred around the concept of learning

Children Children Children love love the the lovenatural natural the natural world. world. An An outdoor outdoor An outdoor space space space that that is is that rich richisin in rich natural natural in natural can can powerfully powerfully can powerfully stimstim-stimhe wetland, which incorporates aworld. kinderulate ulatethe ulate their their sense their sense sense of of wonder wonder of wonder and and discovery. discovery. and discovery. Where Where Where does doesdoes the the water water the water comes comes comes from? from?from? Why Why Why does doesdoes itit it e kids and visitors. comes comes comes and and go go and at atgo different different at different season season season of of time? time? of time? Where Where Where do do the the dofrog frog the lives? lives? frog lives? The The outdoor outdoor The outdoor is is unique unique is unique in in how how in itithow engages engages it engages the the young young the young children children children in in their their in learning, their learning, learning, to to understand understand to understand the the changes changes the changes in in their their in environment. their environment. environment. and and this this andhas has thisaahas profound profound a profound and and formative formative and formative effect effecteffect on on their their on their behaviour behaviour behaviour throughout throughout throughout their their lives. their lives.lives. They TheyThey may may develop may develop develop aa broader broader a broader sense sense sense of of connection connection of connection to to the theto the natural natural natural being beingbeing and and eventually eventually and eventually learn learnlearn how how to to how protect protect to protect the the world world the world beyond beyond beyond their their playground. their playground. playground.

e that is rich in natural can powerfully stime does the water comes from? Why does it 3.3 Principles Principles for for Planning Planning for Planning Play PlayPlay learning learning learning Environment Environment Environment e do the3.3 frogPrinciples lives?

ng children in theirSobel, learning, toin David David David Sobel, Sobel, aa leader leader a leader inunderstand the theinfield field the of of field place-based place-based of place-based education, education, education, has has outlined outlined has outlined several several several categocategocategoprofound and formative effect on their ries, ries, that ries, that help help that to help to guide guide to guide back back back to to the thetoearliest earliest the earliest experiences experiences experiences in in nature nature in nature and and to to and apply apply to apply these thesethese expeexpe-expelop a broader sense of designing connection to the riences riences riences as as designing designing as children’s children’s children’s spaces. spaces. spaces. Using UsingUsing these thesethese categories, categories, categories, designer designer designer can can plan plan can the plan the play play the play t the world beyond their playground. space space space to to support support to support learning learning learning experiences experiences experiences that that strongly strongly that strongly connect connect connect with with curricular curricular with curricular outcomes outcomes outcomes at at all allat all developmental developmental developmental stages. stages. stages. //adventurous space

//fantasy and imagination

//animal allies

vironment

education, has outlined several categoiences in nature and to apply these expeese categories, designer can plan the play gly connect with curricular outcomes at all //maps and paths

//small worlds

//get people involved

//appeal to senses

diagram produced by Brinley, 2021.

3.3 3.33.3 Principles Principles Princip

David David David Sobel, Sobel, Sobe a ale ries, ries,ries, that thathelp that helphe tot riences riences riences asasdesig desi as d space space space totosuppor suppo to su developmental developmental developmen s

wetland kindergarten

chippendale community and co-working centre

02 CHIPPENDALE COMMUNITY-COWORKING community & co-working centre project / building refurbishment location / Chippendale, Sydney date / 2019. august-dec / design development: brinley lai jia yi / tutor: jonathan fox

chippendale community and co-working centre

at house

03 ALFRED TAN HOUSE private residential // bungalow location / leisure farm, malaysia date / 2018. march coverage / 1145.23 sqm / team: y.architects

at house

schematic sketches by yap yew peng, 2018. 47

at house

// AT HOUSE

at house

schematic design

//CONCEPT & INSPIRATION

Fascinated by the minimalist concept of the villas in Barcelona, the client for this project - Mr Tan and Ms.CT, requested for a minimalist house that manifested a timeless architectural aesthetic; a home that stands as a symbol for good in an ever-changing world and their love. Despite having multiple rooms in the buildings, the couple requested for configuration that would tie back their routine together. We have decided to surround the building with sea of roses, as the husband mentioned,

“There’s so much emotions and feelings comes when I look at roses, they remind me of my wife, lovely.”

at house

schematic diagram by brinlei lai, 2018. 50

at house

design development

//OUTLINE SPECIFICATIONS

working experience

floorplan produced by y.architects team, 2018. 51

at house

EXCAVATION

FOUNDATION

REBAR

working experience PLUMBING

COLUMNS

CONCRETE

CANOPY

WATERPROOF

WET WALLS

at house

construction administration

//SITE VISIT & FIELD REPORT

postgraduate I was given the chance to be the project architect for this building, and blessed to be following from the beginning that involves in client brief, preliminary designing and organising, authority submission, to the current construction stage. I’ve learned a much wider range of design and construction knowledge that taught me a great advance decision analysis.

Postgraduate

the oasis

04 THE OASIS kitchen hub // urban farming location / jln hang kasturi, malaysia date / 2017. july coverage / 1800 sqm / design development: brinley lai jia yi

the oasis

undergraduate

the oasis Type : Kitchen Hub + Urban Farming Users : Social Neglects and the communities Program : Food Hub that enhances local economy Coverage: 1800sqm. Location : Jln Hang Kasturi, Malaysia Date : 2017.7

underg

the oasis

concept development

//CONTROLLED IN CHAOS

The effect of city development has created many unused land in Jalan Hang Kasturi, particularly the one on proposed site, which is located at the convergence of three destination; River of Life, Central Market and Kasturi Walk. The concept of The Oasis is to create a controlled logic within this chaotic environment, a building that remain volume to create public space so that streets is made permeable in different degrees depending on the context.

the oasis

program

//KITCHEN HUB + URBAN FARM

undergraduate

The balance between two geometry The building is design as two diametric opposites of two geometry; long stretch of rectangular plan that is built as an extension of intimate street life, and the circular plan as signifier that strengthen The Oasis is proposed as the mixture of urban farm and kitchen hub and stabilize the relationship between building that produce and distribute food within the local community. The and building and building to context. proposed program aims to enhance the local economy by creating green job for the poor minorities, and hence they get to coexist and receive mutual change together with the effect of urban renewal.

the oasis

undergraduate

Perceptible spaces Over the stretch of building, there are many threshold for people to simply loiter, meet or carry out discussion. Diverse view, space and relationships are all captured within the continuity of whole strip.

undergraduate

Intersection of spaces

re many er, meet w, space thin the

The diametric opposites of two geometry results in unique urban quality space that enabling ongoing interaction between upper and lower, the collective and individual, the accidental and the design.

Discovery process from the entrance When one is walking up to the building, they

undergraduate the oasis

undergraduate

Between the void The void has silultaneously separated and connected the space. It has created a diverse place where space for one and many would synchronously coexist by means of a void.

Smoothen the transition Terrain with Gentle slopes is built along the Main road towards Kasturi Walk. It narrows 62 down while spiralling inwards, enable a smooth corner free circulation towards the informal

undergraduate

//THANKYOU copyright

2021 by brinley lai jia yi