21TH - 25TH JANUARY 2019
CHENG TSUNG FENG
BAMBOO & RATTAN MATERIAL WORKSHOP AT XJTLU
1
MATERIAL
05
LIMITATION
09
TEAMWORK SCHEDULE MEMBERS
10 12
MISSION 1
15
MISSION 3
19
MISSION 2 MISSION 4 MISSION 5
17 21 23
GROUP 1
25
GROUP 3
57
GROUP 2 GROUP 4 GROUP 5 GROUP 6 GROUP 7
CONCLUSION
2
07
41 73 89
105 121
136
21TH - 25TH JANUARY 2019
CHENG TSUNG FENG
BAMBOO & RATTAN MATERIAL WORKSHOP AT XJTLU
3
4
MATERIAL
# 認識材質
面對陌生且從未使用過的竹籐材質，透過親手加工的 摸索方式產生對材質的認識，在沒有先備知識與案例
參考的限制下，對材質特性和可能性的經驗與認知全 來自自己的實作，期待這樣的安排能影響同學們，未
來在面對一項陌生材質時，能保有好奇心去親手認識、 挖掘可能，像遠古人類面對還沒有名字的萬物時，去 看見月亮、感覺風、認識火。
By means of processing with bare hands to be
acquainted with unfamiliar rattans and bamboos,
and without any existing knowledge and reference, attendees build an utterly new understanding of
the perspectives and possibilities in the materials. The practice, as a stimulus to the students,
would make them maintain the curiosity to learn practically, like ancient people discover the
nameless universe, see the moon, feel the wind, and realize the fire.
5
6
TEAMWORK
# 團隊合作
參與的同學們是來自建築系與工業設計系的大三和大 四學生，一共二十七人，分成七組，每組三至四人，
在分組安排上刻意讓每組成員都來自不同科系和班 級，同學們要和不認識的成員們一起進行每階段的任
務，從中開始認識彼此、磨合、達成共識、完成任務。 Participants are juniors and seniors from
departments of architecture and industrial
design, in a total of 27 people. They are divided into 7 groups, and 3 to 4 attendees per group.
Arbitrarily, every member is selected from different departments and classes, so that they will teamup with unknown people to finish the tasks in each stage. Through this cooperation among
themselves, they manage to be familiar with, to get used to, to reach a consensus with, and to
complete the assignments with the teamwork.
7
8
LIMITATION
# 任務限制
任務：透過五個階段的任務要求，發展一件長寬高加 起來至少 600 公分、結構脈絡清晰的量體。 時間：五天共 30 小時（2019/01/21-25） 材料：竹管、竹篾、藤條、藤芯
ASSIGNMENT ｜ to devise a finely-constructed
entity within 5 stages of the design process (value of length+ width+ height must over 600cm)
TIME ｜ 2019/01/21 － 25 (5 days/ 30 hours)
MATERIALS ｜ bamboo tubes, thin bamboo strips, rattans, rattan cores
9
DAY1
DAY2
MISSION1
MISSION2
以工作坊所提供的工具與設備，對材料做自
將階段一選出的幾個方向的特點給定義清
第三階段針對選出的方
段發表中由同學們一一解說自己的嘗試與發
必須加上規律的考量，使每個單元都有自己
考多個單元之間是否有
由嘗試，需完成至少 20 種不同的效果。階 現，於討論中每組初步選出 3 個方向繼續進 一步的發展。
楚，並推理出進一步的可能性，這些可能性
的規則，需完成至少 10 種進階效果。階段 發表一樣由同學們解說，每組在討論中溝通 出一個聚焦的方向繼續發展。
MISS
的秩序，從現有的單元
過單元的方向翻轉、特
連接件的加入…等方式
的特徵，發展出能夠在 晰秩序。
Spontaneously carry out at least 10 distinctive
Plainly define the attributes of the 3 trial units
Attempt to evolve orders o
by the workshop. During the sectional debut,
possibilities, within considerations of the patterns,
the attributes of the exi
trials with apparatuses and equipment provided participants have to account for the articulations
of their own try-outs and discoveries. Additionally, each group should initially choose 3 trials for further development.
and make deductions of related variations. These make the units develop their orders. At this stage, participants must fashion at least 10 advanced
trials. Members should collectively select 1 final
unit for further development and make a sectional speech.
unit. Furthermore, ma
opportunity of common
connecting edges, point
while questioning how t
they are lines or flats. V
adjusting the unit’s ro
and external joints, to re
modify the laws of dimen progress.
10
SION3
DAY3
DAY4-5
MISSION4
MISSION5
方向，嘗試發展出連結
將單元的秩序理清後，各組針對剩餘的材料
最後大家陸續將作品裝設完成，並且在小展
有共用特徵的機會。透
條件，規劃出最後的成果樣貌與規模，並且
示作品從頭到尾的演進，同學們逐一介紹從
元觀察出各項特徵，思
特徵變異、尺寸變化、
式，試著透過調整單元
在各軸向自由延伸的清
數量、人力、時間、製作速度、成果尺度等 發展成一套團隊分工的製造流程，有清楚的 生產線分工階段，每個成員各司其職。
台上以每階段的過程樣本做簡單的陳列，展 頭到尾的發展。
of links from the selective
After the study of units, ever y group should
The attendees successively finalize their works and
isting unit, and find the
rest of materials, manpower, time, the speed of
from the beginning to the end. Each group ought
ake obser vations from
nalities among them, i.e.
ts, surfaces, and spaces,
to have them elongate if
Via ways of learning and
collaborate in the ultimate design based on the
producing and the scale, and divide all the works for every member. That is, to arrange a clear and effective manufacturing process.
exhibit sectional trials, to display the evolvement
to explain the entire process and share the hardest and the most joyful parts with the whole workshop.
otation, variation, scale,
epetitively organize and
nsional expansions in this
11
TUTOR
Cheng Tsung FENG
Sofia QUIROGA
Barbara WONG
Qichen CUI ARC, Year 4
Lin LI
ID, Year 2
Jinjin SONG
Ziting XIONG
Yili ZHOU
Siyi XIA
ARC
ID
GROUP 1
Mengjie LYU ARC, Year 2
ID, Year 3
GROUP 2
Yuhui CAO
ARC, Year 2
ARC, Year 2
ARC, Year 4
ID, Year 2
Ruilin XIE
Qianru LI
Binao GUO
GROUP 3
Jing Wen HU ARC, Year 2
12
ARC, Year 2
ARC, Year 4
ID, Year 2
GROUP 4
Zixuan ZHANG ARC, Year 2
Shangtong HUANG
Shengyao LYU
Xiaoxuan ZHANG
Rui ZHANG
Yuzi CHEN
Hao JING
ARC, Year 2
Feiya SUO
ARC, Year 2
Yufei ZHAN
Cai XIAO
Angel Orozco Garcia
Fuyuan LIU
ARC, Year 4
ID, Year 2
GROUP 5
Yu LIU
ARC, Year 2
ARC, Year 4
ID, Year 2
ID, Year 3
GROUP 6
Shiran LUO ARC, Year 2
ID, Year 2
GROUP 7
Zhaoyun XING ARC, Year 2
ARC, Year 2
ARC, Year 3
ID, Year 3
13
14
#MATERIAL EXPERIMENT
MISSION 1
# 材質的實驗
以工作坊所提供的工具與設備，對材料做自由嘗試， 需完成至少十種不同的效果。階段發表中由同學們
一一解說自己的嘗試與發現，每組於討論中初步選出 三個方向繼續進一步的發展。
Spontaneously carry out at least 10 distinctive
trials with apparatuses and equipment provided by the workshop. During the sectional debut,
participants have to account for the articulations
of their own try-outs and discoveries. Additionally, each group should initially choose 3 trials for further development.
15
16
#PATTERNS OF UNITS
MISSION 2
# 單元的規律
將三個方向的特徵定義清楚，並推理出相關的變化，
這些可能性必須加上規律的考量，使每個單元都具有 各自的規則，這裡需完成至少十種進階效果。階段發
表由同學們解說，每組在討論中溝通出一個聚焦的單 元繼續發展。
Plainly define the attributes of the 3 trial units
and make deductions of related variations. These
possibilities, within considerations of the patterns, make the units develop their orders. At this stage, participants must fashion at least 10 advanced
trials. Members should collectively select 1 final
unit for further development and make a sectional speech.
17
18
MISSION 3
# 連結的關係
#COMMONALITIES OF LINKS
從選出的單元，嘗試發展出連結的秩序，從現有的單
元觀察各項特徵，思考多個單元之間是否有共用特徵 的機會，共用接觸點、共用鄰近邊線、共用面、共用 簍空空間…等，如果長出的形態成為單向線狀，如何 朝其他方向生長？如果長出的形態成為平面，如何產
生其他軸向的生長？透過單元的方向翻轉、特徵變異、 尺寸變化、連接件的加入…等方式，試著透過調整單
元的特徵，發展出能夠在各軸向自由延伸的清晰秩序， 過程中也依生長的需求反覆調整單元特徵。
Attempt to evolve orders of links from the selective unit. Furthermore, make observations from
the attributes of the existing unit, and find the
opportunity of commonalities among them, i.e. connecting edges, points, surfaces, and spaces,
while questioning how to have them elongate if they are lines or flats. Via ways of learning and
adjusting the unit’s rotation, variation, scale,
and external joints, to repetitively organize and
modify the laws of dimensional expansions in this progress.
19
20
#SCHEME OF SYSTEM
MISSION 4
# 系統的規劃
將單元的秩序與生長理清後，各組針對剩餘的材料數
量、人力、時間、製作速度、成果尺度等條件，溝通 出最後的成果樣貌與規模，並且規劃成一套團隊成員 都能參與分工的製造流程，安排一條階段清楚甚至有 效率的生產線。
After the study of units, every group should
collaborate in the ultimate design based on the
rest of materials, manpower, time, the speed of
producing and the scale, and divide all the works for every member. That is, to arrange a clear and effective manufacturing process.
21
22
MISSION 5
# 成果的製作
#PRODUCTION OF RESULT
同學們陸續將作品裝設完成，並且在小展台上將每階 段的過程樣本做簡單的陳列，展示作品從頭到尾的演 進，發表時各組逐一介紹從頭到尾的發展，分享這五 天過程裡最困難和最愉快的部分。
The attendees successively finalize their works and exhibit sectional trials, to display the evolvement from the beginning to the end. Each group ought to explain the entire process and share the
hardest and the most joyful parts with the whole workshop.
23
24
ARC, Year 2
Qichen CUI ARC, Year 4
Lin LI
ID, Year 2
Jinjin SONG ID, Year 3
GROUP 1
Mengjie LYU
25
26
27
28
29
DAY 1
30
MISSION 1
GROUP 1
(G1, M1-01)
(G1, M1-02)
(G1, M
(G1, M1-06)
(G1, M1-07)
(G1, M
M1-03)
(G1, M1-04)
M1-08)
(G1, M1-09)
(G1, M1-05)
31
DAY 2
32
MISSION 2
GROUP 1
(G1, M2-01-01)
(G1, M2-01-02)
(G1, M2
(G1, M2-06-02)
(G1, M2-09-01)
(G1, M2
2-04-01)
(G1, M2-04-02)
(G1, M2-06-01)
2-09-02)
33
DAY 2
MISSION 3
(G1, M3-04-02-01)
34
GROUP 1
(G1, M3-04-02-02)
35
36
37
38
39
40
ARC, Year 2
Ziting XIONG ARC, Year 2
Yili ZHOU
ARC, Year 4
Siyi XIA
ID, Year 2
GROUP 2
Yuhui CAO
41
42
43
44
45
DAY 1
46
MISSION 1
GROUP 2
(G2, M1-01)
(G2, M1-02)
(G2, M
(G2, M1-06)
(G2, M1-07)
(G2, M
(G2, M1-11)
(G2, M1-12)
(G2, M
M1-03)
(G2, M1-04)
(G2, M1-05)
M1-08)
(G2, M1-09)
(G2, M1-10)
M1-13)
(G2, M1-14)
(G2, M1-15)
47
DAY 2
48
MISSION 2
GROUP 2
(G2, M2-01-01)
(G2, M2-01-01)
(G2, M2
(G2, M2-08-01)
(G2, M2-11-01)
(G2, M2
2-02-01)
(G2, M2-03-01)
(G2, M2-06-01)
2-13-01)
(G2, M2-14-01)
(G2, M2-14-02)
49
DAY 2
MISSION 3
GROUP 2
(G2, M3-1
50
13-01-01)
51
52
53
54
55
56
ARC, Year 2
Ruilin XIE
ARC, Year 2
Qianru LI
ARC, Year 4
Binao GUO ID, Year 2
GROUP 3
Jing Wen HU
57
58
59
60
61
DAY 1
MISSION 1
(G3, M1-01)
(G3, M1-06)
62
GROUP 3
(G3, M1-02)
(G3, M
M1-03)
(G3, M1-04)
(G3, M1-05)
63
DAY 2
64
MISSION 2
GROUP 3
(G3, M2-01-01)
(G3, M2-02-01)
(G3, M2
(G3, M2-04-01)
(G3, M2-05-01)
(G3, M2
2-02-02)
(G3, M2-02-03)
(G3, M2-02-04)
2-06-01)
65
DAY 2
MISSION 3
GROUP 3
(G3, M3-0
66
02-02-01)
67
68
69
70
71
72
ARC, Year 2
Shangtong HUAG ARC, Year 4
Shengyao LYU ID, Year 2
GROUP 4
Zixuan ZHANG
73
74
75
76
77
DAY 1
MISSION 1
(G4, M1-01)
(G4, M1-06)
78
GROUP 4
(G4, M1-02)
(G4, M
M1-03)
(G4, M1-04)
(G4, M1-05)
79
DAY 2
80
MISSION 2
GROUP 4
(G4, M2-01-01)
(G4, M2-01-02)
(G4, M2
(G4, M2-01-06)
(G4, M2-02-01)
(G4, M2-0
2-01-03)
(G4, M2-01-04)
(G4, M2-01-05)
02-01-02)
(G4, M2-04-01)
(G4, M2-04-02)
81
DAY 2
MISSION 3
GROUP 4
(G4, M3-0
82
01-02-01)
83
84
85
86
87
88
ARC, Year 2
Xiaoxuan ZHANG ARC, Year 4
Rui ZHANG ID, Year 2
Yuzi CHEN ID, Year 3
GROUP 5
Yu LIU
89
90
91
92
93
DAY 1
94
MISSION 1
GROUP 5
(G5, M1-01)
(G5, M1-02)
(G5, M
(G5, M1-06)
(G5, M1-07)
(G5, M
(G5, M1-11)
(G5, M1-12)
(G5, M
M1-03)
(G5, M1-04)
(G5, M1-05)
M1-08)
(G5, M1-09)
(G5, M1-10)
M1-13)
(G5, M1-14)
(G5, M1-15)
95
DAY 2
96
MISSION 2
GROUP 5
(G5, M2-01-01)
(G5, M2-01-02)
(G5, M2
(G5, M2-06-04)
(G5, M2-06-05)
(G5, M2
(G5, M2-08-02)
(G5, M2-11-01)
(G5, M2
2-06-01)
(G5, M2-06-02)
(G5, M2-06-03)
2-07-01)
(G5, M2-07-02)
(G5, M2-08-01)
2-13-01)
(G5, M2-13-02)
(G5, M2-15-01)
97
DAY 2
MISSION 3
(01)
(01)
(G5, M3-07-01-01)
98
GROUP 5
(G5, M3-07-01-02)
99
100
101
102
103
104
ARC, Year 2
Hao JING
ARC, Year 2
Feiya SUO
ARC, Year 2
Yufei ZHAN ID, Year 2
GROUP 6
Shiran LUO
105
106
107
108
109
DAY 1
110
MISSION 1
GROUP 6
(G6, M1-01)
(G6, M1-02)
(G6, M1-06)
(G6, M1-07)
(G6, M
M1-03)
(G6, M1-04)
(G6, M1-05)
111
DAY 2
112
MISSION 2
GROUP 6
(G6, M2-01-01)
(G6, M2-01-02)
(G6, M2
(G6, M2-05-01)
(G6, M2-05-02)
(G6, M2
2-01-03)
(G6, M2-01-04)
(G6, M2-03-01)
2-05-03)
113
DAY 2
MISSION 3
GROUP 6
(G6, M3-0
114
01-03-01)
115
116
117
118
119
120
ARC, Year 2
Cai XIAO
ARC, Year 2
Angel Orozco Garcia ARC, Year 3
Siyan LIU ID, Year 3
GROUP 7
Zhaoyun XING
121
122
123
124
125
DAY 1
126
MISSION 1
GROUP 7
(G7, M1-01)
(G7, M1-02)
(G7, M
(G7, M1-06)
(G7, M1-07)
(G7, M
M1-03)
(G7, M1-04)
(G7, M1-05)
M1-08)
(G7, M1-09)
(G7, M1-10)
127
DAY 2
128
MISSION 2
GROUP 7
(G7, M2-01-01)
(G7, M2-01-02)
(G7, M2
(G7, M2-03-03)
(G7, M2-03-05)
(G7, M2
(G7, M2-04-04)
(G7, M2-04-05)
(G7, M2
2-01-03)
(G7, M2-03-01)
(G7, M2-03-02)
2-04-01)
(G7, M2-04-02)
(G7, M2-04-03)
2-06-01)
(G7, M2-09-01)
129
DAY 2
MISSION 3
GROUP 7
(G7, M3-0
130
09-01-01)
131
132
133
134
135
在這五天活動裡，我們和建築系的 Sofia 老師以及工業設計系的 Barbara
Within this five-day
無論同學們發展得有多挫折、痛苦、時間內可能會無法完成，我們都不能
architecture department,
老師，一直在現場觀察同學們、和他們討論溝通，在事前我們溝通好共識， 針對他們的作品個案提供任何可能的解決方式，「你們現在覺得這個發展 不下去的原因是什麼？現在的發展有什麼還不理想的部分嗎？如果要做得 更好的話可能會怎麼做？」我們儘量對同學們發問，引導他們自己想出繼 續進行的方法。
活動剛開始時，同學因為彼此不認識，在階段的成果討論時，大多各自解
說自己的部分，彼此並不瞭解其他人在做的嘗試，甚至期待自己的部分受 到肯定和青睞，有點互相較勁的意味，這時的團隊關係還處在一起達成任
務要求的數量，而較少有共同討論與合作。為了引導同學間產生更多合 作，在階段討論中，我們常為各同學的嘗試，找出彼此相似或能夠對照的 差異，鼓勵這些獨立的發展能有更多連結，產生更多溝通，在發展過程中 真的共同合作。
在活動中期進行到規律與連結關係的處理時，許多組身陷迷失狀態，沒有 方向地拿著單元各種猜測與拼湊，在這裡引導同學們不要用猜的，規律與
連結關係是訊息量大而複雜的處理，我們可以先試著將目前已知的訊息給 理清楚，我們現在有什麼形狀？材料之間是怎麼組合的？再一一寫下目前
所遇上的困難，為什麼現在的組合都無法脫離平面？要朝第三個軸向生長 的話，現有的特徵是不是哪幾處有機會改變？用不同顏色的筆畫成圖，一 次討論處理一個小部分，便有機會逐漸清晰。
短短五天，大家從一開始彼此陌生到成為有說有笑的朋友，在活動後期，
大部分的團隊在討論時已經能表達一致的共識，每個成員都瞭解自己組正 在發展的內容、所面對的困難，一起朝著共同目標前進著。還能觀察到有
些溝通特別順利的組，大多是團隊中有特定的同學，能像主持人一樣串聯 起整組成員，讓團隊氣氛變得熱絡、關係變得緊密，這樣的組甚至能早早
就進入清楚的分工階段，有效率地進行著，甚至還有餘裕能擴大作品的規 模，這些都是我們很樂見的變化。
最後成果發表時，同學們各自介紹自己組的作品，也分享過程的收穫，有
趣的是，許多組分享的發展過程中最痛苦的部分，和他們認為最快樂最有 成就感的部分，竟然是一樣的，脫離舒適圈、不習慣、面對未知、不確定 自己辦得到…，這些痛苦果然能使人成長呀。 136
workshop, Sofia from B a r ba ra f ro m i n d u st r i a l design department and
I had an agreement that we can’t provide any
possible solutions to the students� projects no m atte r h o w f r u st rat i n g , painful, and timeless they
may develop. “What do you think is the reason for
this development? Is there
any unsatisfactory part of
the current development? What can you do to improve it?” We tr y to ask our
students and guide them to
figure out how to proceed. I n i t i a l l y, st u d e n t s w e r e
unfamiliar with each ot h e r. D u r i n g t h e p h a s e
discussion, most of them
explained their own parts. They didn’t understand
each other’s attempts, and even try to compete with
each other. At this time, the team works together
is only for achieving the number of tasks required, instead of reaching common discussion and cooperation.
In order to guide more co o p e ra t i o n a m o n g t h e
students, in the phase discussion, we often try to
find out the differences or
REVIEW
similarities among team members, encourage these independent developments to have more
connections, generate more communication, and develop into true cooperation.
At the phase “PATTERNS OF UNITS”, many
groups are struggling with speculating units. Patterns and linking relationship are large and complex messages. We guide them to deal
with it consciously and ask them to clear the currently-known message. “What outcome do
we have now? What is the relationship between
materials?” Figure out what are the difficulties. “Why is there no way to get out of the plane
now? To construct a solid structure, which
parts should we adjust?” To Solve complicate problems, they should deal with it step by step. In just five days, every member, from strangers to friends and partners who share consensus, knows what the group was developing and the
difficulties they were facing. This allows them to work together to achieve the same goal. I also found that some groups with specific students
who can lead the team have particularly good communication and closer relationship. These
groups can start a division of labor faster, perform tasks more efficiently, and even have much
spare time to expand the scale of the work. During the final presentation, the students
introduced their works and shared the harvest of the process. Interestingly, the most painful part of
the development process is the same as the part they considered the happiest and most fulfilling.
Staying away from comfort zone really makes people grow up.
137
Curator: Xi'an Jiaotong-Liverpool University Workshop Planer: Cheng Tsung FENG
Tutor of Department of Architecture: Sofia Quiroga
Tutor of Department of Industrial Design: Barbara Wong Assistant: Wei Chun LIN
Students: Lin LI, Jinjin SONG, Qichen CUI, Mengjie LYU, Siyi XIA,
Yili ZHOU, Yuhui CAO, Ziting XIONG, Binao GUO, Qianru LI, Jing
Wen HU, Ruilin XIE, Shengyao LYU, Shangtong HUAG, Zixuan ZHANG, Yuzi CHEN, Rui ZHANG, Xiaoxuan ZHANG, Yu LIU, Yufei ZHAN, Hao JING, Feiya SUO, Shiran LUO, Siyan LIU, Angel Orozco Garcia, Cai XIAO, Zhaoyun XING
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