Fei Liu The University of Sydney Bachelor of Design in Architecture
Content New accommodation for Nungalinya College
2
Dual (Kingdergarten and Crematorium)
7
Sensing the Mundane
11
Serandipity
14
Kite Mapping
19
Clustered White
20
CV
21
1
2
Semester 2, Year 2, BDES2027 Project: New Accommodations for Nungalinya College
3
Project : Nungalinya College BDES2027 Located in Casuarina, a suburd in Darwin, the Northern Territory, Nungalinya College is a college for adult education and a combined churches trainning for indigenious Australians. The design includes new accommodations for teachers and students, a circulation on site, and communal space design. Essential considerations are tropical climate, indigenous culture and spatial quality. Contrast between dry and wet seasons requires high stability of structure and special form of the building. Avoidance rules, generating from complex kinship, relations among tribes and gender separation, inspire me to apply intimacy gradient principle and design spaces with high flexiblity. Circulation and communal space design provide complementary servant and served spaces, while adding multiple cultural layers to the project.
4
1. Design by undesign
2. Personal identity, “let every voice be heard”
3. Indigenous culture in present context
4. Maximize natural advantages and avoid the disadvantages
5. Start from a bigger picture
1. Accommodation Taking the teacher moduler as an example to explain the design principles, design strategies, and design process. The image on the left top is five principles I have used. The ten small images on the right are strategies based on the five principles. Three images in the middle are plan, folded section, and detailed section.
08 extended round roof sheet to prevent sunlight at a high angle
09 high ceiling to accelerate air flow and decrease humidity in wet season
07 high windows with fixed batten for ventilation, orientation and density of the battens prevent horizonal rain
10 multi-functional windows with different open ways, satisfy ventilation during different time periods, sitting, storage and safety
06 extral protection on eaves of veranda to defend upwards lift
11 extra storage space, underneath bed and sofa, decrease barriers in space above 400mm
12 non mechanism ventilation, ventialtion holes on the ground
05 reinforced and continious joints from roof to footings to to transfer external forces underground, especially in cyclonial weather
13 openings connected to the house are sealed with fly screen
04 localized material that guarantees cultural and environmental-friendly
14 back and front veranda with different purposes, to adjust privacy level 03 ‘modular structure’, with only dimension of 100*100 and 50*100 to save material and provide high convinent installation
15 gardening on the back to improve employment and focus on personal experience and identity in campus 16 bushes + trees, i.e. physical barrier and division + shading, native plant speciecs
01 reinforced concrete footing to stabilize the timber structure in cyclonial weather
02 steel bracket to join footing and timber structure above, also prevent effect of flooding and termite on material
5
2. Cirrculation Cirrculation is an essential part in this project. It connects new accommodation to the existing site, provides shelter for extreme weather, helps spread indigenous culture and promotes social life. Three main parts of the cirrculation as following explaines different roles mentioned above.
(1) Veranda It connects all teacher and student units. It provides opportunies of social life with neghibours, while following avoidance rules by giving multiple entrances.
(2) Central Corridor Firstly, it gives a shortcut between northern and southern sides of the site. Secondly, it is used as a gallery to launch indigenous exhibition. It is alos a place to admire scenery of communal space.
(3) Pathway made by users This strategy let users design. It is the most practical way to know how people use the space, and leave flexiblity and freedom for further development.
3. Communal Space “Build by unbuilding” ---- instead of doing a detailed landscape design, planting more trees on site like introducing wild forest to the site will more close to indigenous habits using land. Since trees are scared spirits to them, they will find more sense of belonging to the site. This also reduce the maintainance cost on landscape. On the right, there are some diagrams to show how to use trees in a popper way.
6
Semester 1, Year 2, BDES2026 Project: Dual (Kindergarten and Crematorium)
7
Project : Dual BDES2016 The project combines two programs kindergarten and crematorium to investigates the meaning of death, and also explores the formation of human consciousness. There are two things involved: re-evaluating and rethink life; demystifing death and celebrating it. The project and its design process is a spiritual journey that let me and readers to discover a part of the nature of human and thus live according to this nature. Death education is a bridge between kindergarten and crematorium that can be regarded as symbolic representations of life and death. In terms of the physical features of architecture itself, the site has been divided into servant and served spaces, based on different and overlapped functions of two programs, while avoiding collisions in between. Openness, lightness, transparency, flexiblity, homogenization and multi-function are essential principles in this design.
8
9
Renderings to show interior design of the project. The image on top is public space on the ground floor, including theather, canteen, kitchen, and gathering place for parents. The image on the left is the memorial room on the roof top. With a monastic atmosphere, the room helps create memories for the last journey. The image on the right is the ramp new facade. It shows the materiality of the whole building ---- light green glass brick, bare concrete, spotted gum, and terrazzo.
Photos of models The first three photos are sunken garden, public space on ground floor, and cremation room facing to the sunken garden. This model aims at bridging the gap of digital design and reality. The image on the bottom is a model of whole building maed by balsa. The scheme of the building is grid-column, with different panels to fill the space in between posts.
10
Semester 2, Year 1, BDES1027 Project: Sensing the Mundane
11
Project : Sensing the Mundane BDES1027 This project is to design a house with any function for a client, on 190 King Street. I choose Chihiro as my client, who is from movie “Spirited Away”, from studio Ghibli. My design is a bathhouse in front, and a residential for Chihiro on the back. This project, like an observation spot, focuses on details in our mundane life--- how we live and live in what way. Also it is a place to hold Chihiro’s memories and as her spiritual world in a form of architecture. First, this design plays with light, which uses battens to create dynamic shadows and thus creates a meditating atmosphere. Second, circulation has been designed as a detour around the building, with severl rock gardens scattering around, which together create Zen atmosphere (a part of is achieveing by not achieveing).
12
13
Semester 2, Year 2, BDES2028 Project: Serendipity
14
Concept Generation Homesick vs Sense of Belonging
Memories as Media
Being more Objective
Human usually like to recall the things they are familiar or embeded in their memories, when they are in a unfamiliar place. Our purpose is to find the sense of belonging in an unfamiliar place.
We try to use memories of childhood to bring back the sense of belonging, since they are part of the root being human.
Children are at a stage of recieving world almost without bias. It means their memories and world views are pure and somehow common. Imagining if we are more objective than a child, fetus, embryo, cells, organism, molecular, atom...
“Ousiders” Here I mainly focuse on the group of people migranting to Australia for living, study and work. They have different cultural backgrounds.
Design Process
We try to abstract the site in a way of recieving the world mentioned before.
Link back to sense of belonging
Since this way somehow cannot be thought by human brains, we use a more literal way, together with the idea of paraline world, to reapproprate and recreate the site context into our pavilion.
Apporach 2
1
Apporach 3
1 Experience in our pavilion. Physically sensing the design and space. 2 The sense of space is processed in brain and stored in personal language (memory).
Draft form
3 Memory can be push back to the origin and reformed based on personal language. This reformation, from memory, is a way to find sense of belonging.
In response to the brief “a pavilion of many generosities,” our pavilion design, Serendipitous offers the opportunity to connect with others through exploring the imagination. Imagination here refers to recreation memory, in order to find sense of belonging that connects people. The pavilion aims to reflect our understanding of the site, at a personal and contextual level. Materiality plays an important role in bringing form to our concept. In creating the analogy of an upside down world, the underground is excavated and reinforced by rammed earth to mimic sandstone, as reference to AGNSW. Stepped rammed earth provides resting spots, physical barrier for security and space variation. The collision between two worlds is created with the experience of mirroring reflections. This is located at the centre of the underground space, made of black stained glass and the canopy made of aluminium sheet. The spectator is invited to direct their gaze upwards to the moving moments, distorted by the convex canopy above.
Project : Serendipity
BDES1027
15
2
3
Design Process
Plan
Long Section
Isometric
16
17
Semester 1, Year 1, BDES1027 Project 1: Kite Mapping Project 2: Clustered White
18
Project 1 : Kite Mapping
BDES1026
19
Project 1
BDES1026
20
Fei Liu Profile
Passionate and motivated to embrace challenges in a professional environment. Adopting diverse skills in both conceptual and tangible design process. collaborative and enthusiastic in teamwork to achieve goals.
Formation Contact E-mail: fliu9545@gmail.com fliu4551@uni.sydney.edu.au
2020 - now
Bachelor of Design in Architecture (Hounors) and Master of Architecture, the University of Sydney
Experience
Phone: +61 0431338758
2021.12 - 2022.4 Sago Design (Student Architect) - Assisting senior architects to transfering design concepts into finalised design; building digital and physical models - Documenting and refining development application submission; sketching construction details - Communicating with clients
Skills
2019 -2020
Yunnan Design Institute Group Co., Ltd. (Officer) - supporting senior architects transfer both client intentions and compliance of town planner into initial stage of design
2019 - now
Visual Art/ Australian Study Tutor at HD Education - Tutoring classes or individual in art history, sketching and art-related essay - Tutoring classes or individual in Australian geology
2021 - now
Mentoring Program, the School of Architecture, Planning and Design, USYD (Mentor) - Hosting conversations helping incoming students with campus life and architecture academic questions
2022 - now
Student Union Design Association (Graphic Designer) - Creating visual concepts to communicate information - Promotion on SUDA activities and cooperation with team
3D Modelling: Rhino, Sketchup, Grasshopper, Revit Digital Design: AutoCad, Adobe Photoshop, Adobe Illustrator, InDesign Physical Modelling Hand-drawing: Watercolour, acrylic painting, Quick Sketching
Accomplishment 2021
Dean’s List of Excellence in Academic performance for 2021 The University of Sydney Academic Merit Prize
2020
Dean’s List of Excellence in Academic performance for 2020 The University of Sydney Academic Merit Prize Third Prize of SUDA Compition --- Design for a Relaxtion Station
21
Thank You
22
