Start from a bigger picture

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.

09 high ceiling to accelerate air flow and decrease humidity in wet season

10 multi-functional windows with different open ways, satisfy ventilation during different time periods, sitting, storage and safety

11 extra storage space, underneath bed and sofa, decrease barriers in space above 400mm

12 non mechanism ventilation, ventialtion holes on the ground

13 openings connected to the house are sealed with fly screen

14 back and front veranda with different purposes, to adjust privacy level

15 gardening on the back to improve employment and focus on personal experience and identity in campus 08 extended round roof sheet to prevent sunlight at a high angle

07 high windows with fixed batten for ventilation, orientation and density of the battens prevent horizonal rain

06 extral protection on eaves of veranda to defend upwards lift

05 reinforced and continious joints from roof to footings to to transfer external forces underground, especially in cyclonial weather

04 localized material that guarantees cultural and environmental-friendly

03 ‘modular structure’, with only dimension of 100*100 and 50*100 to save material and provide high convinent installation

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.

Semester 1, Year 2, BDES2026

Project: Dual (Kindergarten and Crematorium)

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.

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.

Semester 2, Year 1, BDES1027

Project: Sensing the Mundane

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).

Semester 2, Year 2, BDES2028

Project: Serendipity

“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. 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. Link back to sense of belonging

1 2 3

Apporach 2 Apporach 3

Draft form 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).

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

Plan Design Process

Semester 1, Year 1, BDES1027

Project 1: Kite Mapping Project 2: Clustered White

Project 1 BDES1026

Contact

E-mail: fliu9545@gmail.com fliu4551@uni.sydney.edu.au

Phone: +61 0431338758

Skills

3D Modelling: Rhino, Sketchup, Grasshopper, Revit Digital Design: AutoCad, Adobe Photoshop, Adobe Illustrator, InDesign Physical Modelling Hand-drawing: Watercolour, acrylic painting, Quick Sketching

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

2020 - now Bachelor of Design in Architecture (Hounors) and Master of Architecture, the University of Sydney

Experience

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

2019 -2020

2019 - now Yunnan Design Institute Group Co., Ltd. (Officer) - supporting senior architects transfer both client intentions and compliance of town planner into initial stage of design

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

2022 - now Mentoring Program, the School of Architecture, Planning and Design, USYD (Mentor) - Hosting conversations helping incoming students with campus life and architecture academic questions

Student Union Design Association (Graphic Designer) - Creating visual concepts to communicate information - Promotion on SUDA activities and cooperation with team

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

Thank You