Yating He Portfolio by PDF Uploads

Creative Synergies ARC 3OO1 2020 - 2021 STAGE 3 PORTFOLIO NEWCASTLE UNIVERSITY 180560831

Yating He

ILLUSTRATED REFLECTIVE DIARY

FRAMING REFLECTION

CITY

3-18 19-26

ACADEMY SYNERGY

27-28

SELECTED SITE

29-31

THINKING THROUGH DESIGN

32-50

TESTING REFLECTION

PROGRAMME

52-53

IDEA TESTING

54-68

SYNTHESIS REFLECTION

69 70-75

DIAGRAMS AND PLANS SECTIONS AND STORIES Story 1: Inhabitation and waved floor

76-77

Story 2: Reception and staff space

78-79

Story 3: Sunlight Engaged Learning and reading Spaces

80-95

Story 4: Trees Engaged Art Spaces

96-101

Story 5: River Engaged Art Spaces

102-109

Story 6: Leisurement Communal Space

110

OVERALL REALIZATION

111-120

THEMATIC CASE STUDY BAUHAUS IN DESSAU

121-130

ILLUSTRATED CULTURAL BIBLIOGRAPHY

131-135

-1

BIBLIOGRAPHY AND LIST OF FIGURES

136

APPENDIX TECHNICAL DETAILS FOR OVERALL REALIZATION

-1_ -3

GROUP MEETING ANALYSIS

-4

SOME IDEA EXPLORING PROCESS

-5_ -7

FEEDBACK SHEETS

-12

IllUSTRATED REFLECTIVE DIARY

Our studio is called CREATIVE SYNERGIES. We need to consider how an educational institution could creatively synergy between the city and academy. Institutional building relates to education, healthcare, recreation or publication building. Our project is part of it. City means Ouseburn and its wider communities. So, this year we have been mainly exploring the site in Newcastle. The academy could define as training in a special field. We tried exploring several academic elements from our university. Such as research, teaching and community and got inspiration from them. A process-based approach combines our ideas to strengthen or mediating the relationship between communities. Although this year the online teaching is different from previous years that study in the university, I still learned much useful knowledge and strengthened my skills. Online lessons have saved my time. Meeting with the tutors is also efficient. With the help from them, my design ability, digital skill and teamwork ability developed a lot compare with year one and year two. The combination of different courses and also improved my writing and structural thinking skills. So this year’s study is very meaningful and useful. Firstly, the harmonious and pleasant atmosphere of the whole studio greatly promoted my study. At the beginning of the project, we tried doing some group site analysis to bring our understanding of the area together. In this process, I noticed each of us used different angles and methods to think about problems. It is an efficient process of learning from each other. Similarly, explored the fundamental elements of the academy, teaching and learning together to find efficient academic methods. While taking our university as an example to understand such a process, I also found helpful methods to my scheme. As a group, we share materials, learn from each other, cooperate efficiently, and finally understood the impact of educational institutions. This process provides a strong foundation for my scheme. Then, challenging thinking through the design process summarized my understanding of the framing results. It is helpful before I began the design. Then, in fact, in the whole design process, it is hard to get rid of the influence of inherent thinking on me. For example, the scheme of space and inhabitation will appear to be limited, and the idea is not open enough. While, importantly, the way of thinking about problems determines the direction of the design. With the help of tutors, I changed the way to think about design. In previous years, I always determine that the space function fostered the design. But now, I understand that should be the architecture promoted the activities in the building, different functions could derive from the architecture. This recognition is helpful for my future study. It also improved my context reading skill. Moreover, I have tried different methods to test my ideas, like handmade models, line drawing or digital model. However, I should do more hand-painted idea exploring. But because of the increased reliance on computers this year, most of the work was done by computer. The hand drawing could give me more inspiration. Finally, Some help from other courses was indispensable, like technical study, theory into practice or professional practice and management. These courses helped me improve the architecture representation and find the most suitable structure for the building. At the same time, I also learned about the entire construction process and the regulations that an architect must understand. These courses have improved my ability and made my design more persuasive simultaneously. I also knew more clearly how I should make progress in the future. In my case, the dissertation study is also helpful due to the understanding of the architecture in some specific places and some comparison with the modern institutional buildings. In summary, the graduation project is a pleasant learning process. It combines my understanding of design with other courses. The best thing is this year has changed my way of think about architecture. The progress in structure and design also made me understand I might be able to continue studying this course. It is a challenging and interesting process simultaneously. I would appreciate help from my tutors and classmates. Their support not only helped me made some progress but also built better confidence in my design.

CITY AND ACADEMY

FRAMING REFLECTION

In the framing weeks, I enjoyed the group working process. We have done the site and studio theme and learning from each other. This experience is quite important because I was not so good at group work in year two. In the site exploring process, my way of considering the context was developed. We have been to Ouseburn together and took some photos and analysed the key contexts by the serial visions. This is my favourite site analysis method. The drawing process helped me to understand the materiality, community development and general atmosphere. Moreover, my photoshop skill was developed. Different collages and rendering have been tried, but I should be more creative for collages. If I have a chance to do this again, I will try a cartoon or a more abstractive style. My photoshop skill still has room for improvement. The most interesting process is the thinking through pavilion design because it is helpful for me to summarize my understanding of the Site, Ouseburn and Academy. This design and group case study started simultaneously. The exploring process improved my way of thinking about space and even inspired my building design. When I corporate it with my research of my narrative, I properly understood the key elements in my scheme. So, this process is challenging and interesting. All my new or developed work has a red mark in the upper left corner of the page

Site analysis and design observation

CITY CONTEXT FROM MACRO TO MICRO

Ouseburn is located in Newcastle north east of England.

My project aim to strengthen and mediating the relationship between Ouseburn and surrounding communities, such as Byker, Shiefield or Gateshead.

INSTITUTIONS ACCOMODATION

The important institutional buildings and some accommodation in Ouseburn are hatched. They provided more possibilities for my scheme and encourage me to recognize diverse kinds of institutional buildings. The accessibility also highlighted by the blue colour line. It shows Ouseburn is a highly accessible area.

Ecological environment

Accomodation/ under construction

Since the 1980s Ouseburn Valley has been through a regeneration process.It is still continuing today. The images summarize the Ouseburn features caused by regeneration. This process positively reshaped the urban nature and promotes community health or environmental conditions. Regeneration inspired my scheme positively.

Industrial/ historical

Art

Institutional buildings

Well-protected green area

Workshops

Serial visions show my first impression for Ouseburn: Different kinds of workshops and institutins strengthened the artistic feature in Ouseburn.

Institutions

green area

Serial visions show my first impression for Ouseburn: The riverbank apartment designed for young people. It gathered the young artists or families together. The riverbank walking is a relaxing experience. It tells me about a comfortable community atmosphere.

Apartment

Riverbank walking

Toffee factory Serial visions show my first impression for Ouseburn: The pub and instution alongside the riverbank provide a vibrant environment. This experience strengthened my understanding of the Ouseburn regeneration and encouraged my research direction.

pub

Community Group

Then, we have completed some researches about the Ouseburn community. The gentrification process attracted diverse business and promoted the Ouseburn development. The welcoming, artistic and natural elements have been considered. We also tried to find out types of institutions in Ouseburn and surrounding communities.

The researches mainly done by 'community' group

Figure 10

Figure 9 Own image

Figure 8

Figure 11

Figure 7

Figure 12

Own image

I have tried to find out different kinds of institutions in Ouseburn and surroundings to get inspiration from them. Initially, the inspirable one is the Chilli Studio.

Figure 13

Own image

Figure 14

Figure 6

Figure 15 Figure 3

Figure 4

Figure 5

Different institutions analysis

Figure 2

Figure 1

Figure 16

Landscaping Group

One of our group tried to find out the landscaping features. The ecological environment is a vital Ouseburn color. It also became a key consideration in my scheme.

The researches mainly done by 'landscaping' group

SECTION 1

SECTION 2

SECTION 3

Cutting line

SECTION 4

We have done several sections to show the landscaping and site context. I have joined to draw section three. It is a quite practical experience to improve my digital drawing skill and better understood the context.

SECTION 6

past present and future group

I have joined the 'PAST PRESENT AND FUTURE' group. I mainly focused on the present part. The research about the key institutions and development of Ouseburn.

The researches mainly done by 'past present and future' group

Regeneration development

TRANSITION AND DEVELOPMENT

EAST RIVERBANK

The drawings of the west riverbank contexts aim to show the comparison between the past to now, the key developments, Such as the landscaping, the mailing housing reflective with the terrace house typology in the 19th century or the development of the new glasshouse bridge area. It strengthened my understanding about the site context, especially the wholesome atmosphere.

1970

warehouse

industries

warehouse

industries

Regeneration development

REFURBISHMENT BUILDINGS

WEST RIVERBANK

Since the 1970s, Ouseburn has increasingly been utilized as creative workspaces by artists, musicians and performers. There are some refurbishment art institutions were initially the warehouses at the east side of the riverbank, such as the 36 lime street studios, the seven stories libraries and the toffee factory. The renovation of the ship inn pub makes Ouseburn become a more vibrant valley to stay. My building could immersed into them.

1970

warehouse

The collage indicates the activities in the renovation buildings. Some sustainable strategies such as biomass heating, low carbon construction are corporate with them. The surrounding landscaping or accommodation contexts are highlighted as well. These institutions or public facilities would promote the overall well-being and illustrate the interplay between people, building and the environment. It is inspirable for my scheme. The overall city contexts analysis from macro to micro provide a foundation for my scheme.

ACADEMY

RESEARCH

Different researches are currently going on in our university. We have diverse research paths. The inspirable researches are currently going on in the architecture department. The environmental and wellbeing concerns are inspirable.

TEACHING

We have diverse teaching methods in our university. We have the online teaching, collaborative teaching and field trip projects. The teaching environment to promote the participation also has been considered and inspirable for me.

'They are completed under the supervision of Professor Graham Farmer whose academic work explores the connection between design practice, teaching and research through engagement with communities.'

students = 'non-expert aspiringexperts'

New forms of educational practiuce

COMMUNITY

'adding a direct social and economic benefit to remote rural communities.' www.ncl.ac.uk

Architecture students do-it-themselves - Who we Are - Newcastle University A one-of-a-kind project is seeing the University's architecture students design and build infrastructure that is bringing beneﬁts to the Kielder community.

The university communities bringing diverse groups closely and highlight the benefits of the collaboration. The collaboration, participation and communication are syntheses together. These elements are also inspirable for my scheme, especially the methods to bring users together.

www.ncl.ac.uk

Studio Culture

architecture acting as a catalyst

Charrette put different years together creating friendships and introducing younger years to the studio culture

Kofi Bar

Digital communication

Live Build Project 2018 Architecture, Planning & Landscape Newcastle University

Studio culture is still seen today despite Covid-19 using digital communication

bringing in diﬀerent communiti es/groups

How can we integrate the academy teaching with the rest of the world?

Newcastle University Architecture Society

Helps you engage with other years

Architect Ball

Digital communication

Collaboration beneﬁts all parties diﬀerently

www.ncl.ac.uk

Peer Mentoring University Library Newcastle University

'help support you in whatever way they can, both with academic and personal matters.'

https://www.nusu.co.uk/getinvolved/societies/list/

importance of diﬀerent perspectives in design to prevent bias

'Our aim is to provide great opportunities for students beyond what the school offers, acting as a social outlet for members to break away from work and enjoy the subject and their time at Newcastle.' 'talks by key industry professionals'

Key words Insight Empathy Understanding Colloboration

PROMOTE

MITIGATE

Behavior

Sustainable behavior

Climate change

Protect the natural resources and the personal benefits of caring for the natural and built environment. How we shaping our city? (Chowdhury,2020)

Atmospheric pollution

Architecture Sustainablity and Sensory An action to solve the problem during which, artifact environment and emissions have the least harm to environment and in addition to playing a key role in providing behavioral norms can enhance the utilization and use of space.

MORE RESEARCHES

Noisy pollution

Having a direct impact on your subconscious, contributing to your emotions and perceptions. it is the architect’s responsibility to shape tangible solutions for users and incorporate these ideas into the structure. (Chowdhury,2020)

EP Collage Public space Landscaping

1. Healthyplaces improve air,water and soilquality, incorporating measures that help us adapt to, and where possible mitigate, climate change. 2.Increasing social interaction and reducing anti-social behaviour, isolation and stress

Our scheme can consider the process based approach and get inspire from the university research and teaching methods.

4. Optimiseopportunities for working, learning and development

Environmental Psychology we interact physically with the environment, have also emotional and psychological relationship with it. We impact from environment and the information we achieve of it and impact on it conversely. Necessary conceptual information to maintain wellbeing and relate to EP, Such as different color and smell, heat, cold, lighting, acoustics, materials and more complex stimuli like buildings and landscapes, etc. (Chowdhury,2020)

5. Storative,uplifting and healingfor both physical and mental health conditions

Figure 17

(Landscape institution, 2013)

The research about environmental psychology is inspired by the Ouseburn context reading, especially its interplay between people building and environment caused by regeneration. A healthy environment fosters a more productive working and living climate. Different aspects of researches. Such as, tactile, sensory elements, landscaping or sustainable strategies inspired me to determine the final building site and laid the foundation for my programme.

Figure 18

Figure 20

Figure 19

(Baldwin, 2020)

Figure 21

(Moreira, 2020)

(Harrouk, 2019)

(Pedersen, 2017)

Figure 22

Figure 23

Figure 24

Figure 25

(HASTINGS Architecture, 2019)

(Wheeler Kearns Architects, 2017) (MADE arhitekti, 2013)

(Tectoniques Architects, 2020)

EP and Ouseburn Collage

(iaps, 2018) More researches about the EP to help my scheme achieve the more appropriate i nter pl ay between peopl e bui l d i ng and environment.

Art and Ouseburn wellbeing collage (Pandya, 2019)

Based on the research about wellbeing, the arts, music reading would benefit the overall welfare. It inspired me to bring them into my scheme.

Research about the Theraputic dialogical education: Weaves the Personal wellness, community development, greater sustainability.

Nature engaged theraputic education (Weaver, 2015)

Soft and sensory theraputic space: The consideration about the tactile, color, light, nature are necessary.

Theraputic space research (Davies, 2018)

SYNERGY

Synergy collage Arts, healthy environment and sustainable strategies promote the interplay between people building and the environment. These results is created by Ouseburn regeneration. My scheme would be part of it and immersed into site context.

The city and academy analysis inspired me to follow the idea of 'NATURE AND URBAN RETREAT'. Weaves together the overall wellness, community improvement and greater sustainability. My scheme trying to bring users from the conventional to a therapeutic physical and psychological environment to learning from each other in a dialogical way.

Synergy collage

SELECTED SITE

Based on my line of enquiry. I have selected the site between Byker bridge and Ouseburn Viaduct. The landscaping, the river, and healthy atmosphere would foster my nature engaged scheme and have a more therapeutic space for users.

Site images

I have tried to find out different kinds of trees on the site and help my scheme to integrated with them.

The river is managed by the Ouseburn barrage. There are some wild animals in it. So, it is worth considering them in my scheme to strengthen my scheme.

Thinking Through Design

The pavilion design is the thinking through design process to summary the framing results. The design promotes my way of considering the space and the way of bringing wider communities together. The interplay between people building and the environment is illustrated. It is helpful to determine the final design ideas.

Linear form diagram

Look out pavilion

The diagrams tried to show the illustration of a geometric or a rhythmic type to harmonious with the surroundings by the linear form. Based on the EP, the linear form could psychologically desire the users.

Rhythmic linear diagram

Outside in pavilion

The exploring process try to show a comparison between geomethric and organic form. It help me to determine the most efficient way to bring the users together. My initial idea tried to show the transition between the spaces and harmonious with the site environment by the low carbon and sensory strategy. It would cooperate with the institutions and be an exhibition space for kinds of art such as music, drawing, or light craft.

Stage

Exhibition

Existing trees Initial idea

Inhabitated Plan

Model

Section diagram

The model and the section diagrams illustrated the inhabitation and how I had tried to build it on a sloping site and harmonious with surroundings.

Rare facade

Front

Then, I have tried to do new precedent study to find out how to create more sensory spaces.The reading activities integrated with them. Based on framing research, the reading could psychologically desier the users. It is important for my scheme.

Reading pavilion- reading space

The chapel of reconciliation- organic space

Reading pavilion- reading space

The organic form exploring helps me to find out a better way to bring communities together. The open plan encourages the communication between users. The combination of music and reading would provide a sensory and enjoyable atmosphere to promote overall well-being. And to collaborate with the institutions would promote the interaction between communities.

Model

Section diagram

The section diagram illustrates the inhabitation, spatial transition and how I have tried to work with the sloping site and harmonious with surroundings.

West

East

Diagram

The diagram illustrated all spaces are connected and embrace a more cohesive circulation. The 1.100 plan drawing shows the inhibition. The inner main circle still use for music. The interconnected volumes would allow the music better harmonious with every space of the pavilion. The surrounding circles are the reading volumes. The tree placed into the pavilion to illustrate a more leisure space and desirable shadow as well. The continuity of the spaces enhanced the relationship between the communities.

Plan

The 1.1250 plan with pavilion more clear to show the connection between the pavilion and the surrounding contexts. Several key institutions and facilities are highlighted.

1.1250 plan

Entrances Soft light

The plan diagram show the spatial connection and the continuity between internal and external spaces. The south facade would have more columns to prevent the strong sunlight while still would have some wider space between two columns to let the users look over the river or the trees. The drawings show the views towards the south.

Maximum the sunlight

Look over the river and trees

This idea is the microcosm of my line of enquiry. The interplay between people, nature and pavilion. The connection and continuity between external and internal spaces. The harmony and engagement created from inside to outside, from music to reading.

Prevent strong southern light Entrances

Look over the river and trees

Interplay with the natural elements

Spatial and natural elements diagram

The model light diagram illustrates the natural light from 9 am to 4 pm for both the north and south side of the pavilion. It is easier to show that the southern light is stronger than northern. A sensory light atmosphere has been illustrated as well.

The materiality primarily relates to the environmental psychology sustainable strategies. The elements I am more interested in reduce, reuse and recycle. These materials would positively interplay with the site natural environment. This tactile tile exploring shows a warm language to provide a pleasent atmosphere for users.

Inhabitation

The model collages to show the inhabitation of the pavilion from various sides of the site. People reading, chatting with each other and enjoy both internal and external sensory atmosphere.

Pavilion story

The collage illustrates the desirable sensory atmosphere that I require to contribute to.People reading and chatting with each other. The tree created more vivid sunlight patterns.

Pavilion on site-west

Pavilion on site-east

The pavilion exploring process inspired me the way of bringing the wider community together in a more therapeutic way. And how to promote their communication as well. After this process, I have concentrated on the testing weeks and bring the ideas of framing work to my testing phase.

Pavilion on site-north

TESTING REFLECTION

I have chosen the model making to be the main exploring process in the testing phase. It can be an efficient way to help me understand the space, scale, the site. However, I should try to have more hand drawings to test the idea. This year, due to the use of computers, I reduced the process of the hand drawing. It made my design lack a lot of more meaningful diagrams, although the figure is clearer done by computer. But in general, I learned the way of thinking about space and what went wrong in my sophomore year. The connection between surroundings and the building, between space and users were carefully considered and developed. When I was a sophomore, I always thought that activities were the opportunity for architecture. I didn’t understand what was wrong with the context. But these few weeks have made me deeply understand that space may be the most important link between people, activities and context. Such recognition will provide great help to my future study. Moreover, in the process of iteration, the interpretation and use of precedent have also been improved. I have thought and use them more from the space, instead of just staying on the surface and not having a deep understanding like in previous years. My thoughts have been limited by the pavilion idea. Although it is an inspirable element for my testing phase, I will not overthink about it if I have a chance to do this again. Overall, it is a helpful and meaningful experience.

Testing volumes

PROGRAMME

STORIES: ART and NATURE ---- RIVER, TREES engagement Clay printing art making space LEARNING and COMMUNITY ---- informal way of learning in the DIALOGICAL SPACES THERAPUTIC and SOCIAL MUSIC---- Leisurement spaces for reading, dining and music,etc. BUILDING: In- between ---- between nature and artifitial, interior to exterior, light and shade, open and enclosed.

So, I was trying to waves the stories together in my 'in- between' Clay printing Ouseburn community retreat to promote the sensuous theraputic and dialogical learning rituals.

Programme

Artists community group Artists seminar

printing artists

Art/design gallery

Figure 30 Figure 31

Theraputic art

Flower shop

Figure 32

Figure 29

Figure 28

Printing artists

Figure 33

Figure 27

Universities

Figure 26

Ouseburn and wider communities

Artists workshop

Figure 34

In my scheme, I tend to bring the experienced printing artists and the new artists from universities, colleges together to learn from each other. The wider community seminar inspired me to have an informal dialogical way of learning. The therapeutics process responds to the wider context simultaneously.

IDEA TESTING

Initially, I have tried to find out different kinds of therapeutic retreat learning or living space. It is helpful for me to consider the tactile, space or sensory elements in my scheme.

I quite appreciate the work of Steven Holl. His way of considering about the sensory elements and use the building form to harmonious with surrounding is inspirable. The open workshop space follows the rhythm of the trees to bring the outside in and provide a sensory learning space.

Explore diverse kinds of building forms to harmonious with surrounding. I also tried to corporate with my pavilion due to the similar reading and music activities. The exploring processes are helpful for me to determine the dialogical sensory spaces.

The ideas tend to harmonious with surroundings, especially the large downy birch tree. The arc form with the sky light and large windows provide a sensory learning space for users as well. Nature engage is the primary element for a therapeutics experience.

Visual arts centre

(Steven holl architects, 2020)

Figure 46

large birch Model diagram

Space model diagram

Initially, I tried letting the structure follows the contour of the site and plan the building simultaneously. This way not only mitigates the difficulties caused by the slope site, but also provide quite an open volume at the ground floor and give users a more collaborative and dialogical learning space. Section exploration

Space model diagram

Figure 47

Figure 48

Folding the space to harmonious with surroundings and better reuse the pavilion in my scheme. Main collaborative space in a center to promote the communication with each other. The ventilated facade would bring outside in. The Trees would provide the attractive light as well to promote a more desirable therapeutic space. This development was my first time to consider more contexts in my scheme while the connections seem not obvious enough. But the space folding and curved form is still very helpful.

Drawing

North entrance

The folded learning space could create more vivid visual connection with surroundings

Reading

Model diagram

curved form play with trees. The open plan workshop in centercould promote the communication between users. The large windows would bring outside in.

Workshop

The story boards show my development thoughts about the open/sensory/ dialogical space. I tended to have diverse kinds of workshop space and various visual connections with surroundings. This exploration helps me to see my problem that did not fully consider the context and the building form need more development. This is a turning point in spatial thinking.

Learning

Bauhaus case study inspiration

I have rethought about the dialogical way of learning and the open collaborativr space. The thematic case study about the BAUHAUS in Dessau is helpful. I have focused on the inhabitation detail. The continuous workshop space is totally different from the traditional way of learning. This kind of dialogical space is inspirable.

(SOU FUJIMOTO Architects, 2006) Sou Fujimoto- Psychiatric Rehabilitation center Fujimoto tried to explore the psychologiocal desirable continuity in between space. Figure 51

Both examples are inspirable for me to explore the open-plan continuity dialogical learning space and better harmonious with surroundings.

Figure 50

Figure 49

SANNA- Rolex learning center SANNA tried to explore the organic in between space and break down the visual connection. (SANNA, 2010)

The model diagram to show the comparison between organic form and geometric form.

Central music/reading therapy

Plan diagram When I was thinking about this idea, break down the visual connection, open plan and let the users freely exploring the space was the main idea. The organic type could be more soft and better harmonious with surroundings due to its form. The flowing space could be better to respond my site context, so I have chosen the organic form to explore.

Central music/reading therapy

Plan diagram

Model exploration

Then, I have explored a more organic form to engage in with the existing context and the waved floor to mitigate the site slope and friendly to use by disable people. It promoted spatial inhabitation.

Model exploration

I have tried to engage in the organic form and enable users freely exploring the space. The therapeutics reading and music activity in center and the dialogical working/learning spaces are surrounding it. But I can explore a more effective way to harmonious with the contexts.

Waved floor exploration

The diagram and section to show my nature engaged exploring. The trees, river and sunlight engaged approach tried in this idea. This is a more direct way to play with the existing contexts and provide a also desirable nature engaged therapeutic and dialogical learning experience. It is the most helpful step for me to consider my final scheme.

Diagram

Section exploring

Limestone and timber

Material with surrounding contexts

The materiality exploration processes are helpful for my final scheme. Each material that I have been sought is tended to respond to the site context and bring the outside into the building. This is helpful for me to determine my final facade cladding.

Brick and timber

River stone and timber

Warm light

In the thinking through making exploring process, I was trying to explore the ordinary light. A warm environment to compare with a more soft way. It is inspirable for me to determine which way is more suitable for my scheme. After the testing weeks, I was trying to summarize the results of the testing phase and focus on the synthesis process.

Soft light

SYNTHESIS REFLECTION

In the synthesis process, I have tried to combine the previous idea. The most interesting moment could be considering the technical detail to be part of the narrative. I try to make the building tell its story from the whole to the details to maximize the connection between the architecture and the surroundings. We have been explored the perspective section together and try to find out the best way to finish the key perspective moments. My rendering and perspective analysis skill still want development. I think the architecture programme making also need development because my approach seems too monotonous. So, I still have many aspects that need to improve. Moreover, I will try to do more hand sketches in my future study. The process of hand-painting can be more inspirational. While my digital model making, line drawing, spatial analysis and rendering skill are improved compare with year two. Progress always brings me more confidence. I have done some final development for my scheme after the synthesis review, such as the key moment rendering, façade analysis and cladding details. These help to explain the scheme clearer. Overall, synthesis is a helpful learning process to bring the final ideas together. The lining learning process from framing to this phase positively promoted my scheme and my design skills. All my new or developed work has a red mark in the upper left corner of the page.

Synthesis music,art and nature in an orgaic way

DIAGRAMS AND PLAN

Synthesis Open plan dialogical space to promote the ongoing talk between artists. Exploratory talk help them thinking together. it became seamless of the landscape. Free form, which moves around responding to the trees and to the river view and other things. in between feature promote the sensuous therapeutic movement rituals. positive acoustic performance

Art making process

River engaged art space

Reception/staff space

Fire exit

Theraputic and dialogical learning space

Circulation

Trees engaged art space Main entrance

Side entrance

Leisurement

Fire exit Plant room

Circulation/main entrance/fire exit diagram

9 10

Ground floor plan

Model

First floor plan

Model

Second floor plan

Model

SECTIONS AND STORIES Story 1: Inhabotation And Waved Floor

SECTION AA

A long section to show the inhabitation to the summary the stories. The waved floor detail also illustrated. It is an important story to mitigate the site constraints and maximum the benefits

Story 2: Reception and staff space

SECTION CC Section to show the staff space inhabitation and the starting point of the therapeutics retreat experience.

Reception

This render shows the reception. The start of the therapeutics experience. The natural light, interior tactile respond with each other to provide a warm pleasent atmosphere for users.

Story 3: Sunlight Engaged Learning And Reading Space

Perspective section analysis: The main learning space is close to reception area. It is the vital story in my scheme. The seminar rooms produce artists with an informal way of learning. The music therapeutic waiting, and reading spaces are connected with the seminar rooms. People can enjoy the music when they have discussions together. Users can select kinds of seminar rooms to discuss their ideas. The natural light fosters a sensory retreat experience for users. The pods on the roof for them to dining, reading and any leisure activities.

pods

5 reading theraputic

1 1

Back view The voume integrated with these trees Theraputic learning story

The spatial diagram shows the sunlight engaged volumes. Diverse kinds of light integrated with it. Sunlight, music and green surroundings,buidling form harmonious together to make this volume come to be the most appropriate one to endure the therapeutics learning and reading spaces in the building centre. A warm interior atmosphere would be captured. Activities derived from the volumes, for example, the open-plan circular space in the center maximum the music performance in the building. Other learning and reading spaces are benefited by it.

Theraputic reading story

Sky Light

North Light

Back view Theraputic and dialogical learning space

South Light

Back view

The voume integrated with these trees

Front view

The rendering shows the organic volumes. The main entrance and the connection with the surrounding contexts. The sunlight engaged volume is in centre and immerse into its atmosphere.

The rendering shows the music therapeutic space and the seminar rooms with the desirable light. It also shows the open-plan connection with the therapeutics reading space. This kind of soft and warm therapeutic environment gives users a more desirable experience. The circular volumes maximum the music performance.

Rendering shows the seminar space with the desirable light

The rendering shows the first floor seminar room. The soft sunlight created by this cross bracing timber frame. It also harmonious and interplay with the sky, trees.

Water membrane Timber frame sheaing 100mm insulation Water membrane 2 x 12.5mm plasterboard with skimfinish plus horizontal fire cavity stop

1. Underfloor heating with 2m stripe foundation and tank/filter for SUDS Floor and foundation Stone tile finish Floor cement screed Pipe coils(space btween each one 150mm) Water membrane 150mm insulation Water membrane 150mm concrete Hardcore 1300mm concrete beam 1050mmx300mm concrete pad SUDS tank and filter under the ground

2. Cedar rain screen facade

Aluminium covering/capping trim to fascia panel Gutter on the wall(SUDS) 25mm cedar cladding Rainscreen support system Water membrane Timber frame sheaing 100mm insulation Water membrane 2 x 12.5mm plasterboard with skimfinish plus horizontal fire cavity stop

3. Compartment JJI I beam floor Stone tile finish 40mm Screedflo Water membrane Screedflo board 18mm sub deck board 260mm I beam(100mm insulation) Resilient bar(400mm between each one) 2x12.5mm plasterboard

4. JJI I beam structural gravel roof with MF ceiling system

Aluminium lining tile Gravel water membrane Screedflo board 260mm I beam(100mm insulation) 12.5mm plasterboard MF ceiling system 12.5mm plasterboard

Cable connect the roof with the plants Sheet aluminum covering with water proofing Gutter 2x15mm tempered glass Plasterboard finish Steel angle Acrylic panel Sealant Plasterboard

6. Timber framed glazing roof and wall Roof: 25mm batten set down pitch Laminated tempered glass Timber rafters Gutter on the Rafter(SUDS) Slot cut intp rafter for noggin 50mm timber noggin cut between rafters with mitre to suit roof pitch 175mmx175mm timber eaves beam Wall: Vertical triple glazed panel glazing Silicon joint 120mm timber slat

7. Green roof Plants 80mm soil Moisture retention layer Drainage layer Root barrier Water membrane JJI I beam compartment details

8. Fibre cement rainscreen facade Aluminium covering Gutter on the wall(SUDS) 18mm cement board Rainscreen support system Flashing drip edge Water membrane Timber frame sheaing 100mm insulation Water membrane 2 x 12.5mm plasterboard with skimfinish plus horizontal fire cavity stop

1.20 section is modified from ARC 3013 integrated construction

5. Cable connected garden on sky lights

I have done the 1.20 section for the sunlight engaged space to show my environmental and structural strategies that let the building interplay with the site environment.

Partly north facade analysis show the fibrecement rainscreen cladding to adapt the UK weather and the crossbracing frame to support the organic form and provide desirable light for users.

Partly south facade analysis show the cedar rainscreen cladding to adapt the UK weather and the timber slabs to mitigate the strong southern light and provide desirable sunlight for users.

Acoustic boards strengthened the music performance and prevent the noisy from the bridges. It is an important environmental concern in my scheme and maximum the music benefits. Sound diagrams, modified from ARC 3013 integrated construction

SECTION DD This section shows the sunlight engagedmoment connection with the adjacent Ouseburn farm and art workshop. It is achance to bring them into my building.

Sunlight Engaged Art Space

Roof pods

SECTION EE The theraputic reading story section to show the inhabitation details.

This render shows the theraputic reading and learning space. The open and double height space maximized the natural light quality and gives a dialogical learning experience for users.

Story 4: Trees Engaged Art Space

Then, users can go to the trees engaged workshop spaces.The printing workshop extended into the trees. The activities are derived from the building form as well. The most essential element is the plants in the printing process. Users can go outside and select the plants they require easily because the space surrounded by kinds of flowers, trees. Therefore, it is the most appropriate space to develop the printing work. They can investigate the way of the arrangement and simply print it at the ground floor. Then go to the upper floor trees engaged space to collaboratively do the printing together.

Select plants they need

Surrounded by large trees

One entrance close to a lanscaped stair

Surrounded by large trees

Trees engaged art space Testing workshop

Curved form harmonious with surroundings Printing workshop

The spatial diagram shows the trees engaged volumes. Diverse kinds of trees view integrated with it. Tree, artwork producing and building form harmonious together to make this volume come to be the most appropriate one to endure the therapeutic art-making spaces in the trees. An in-between warm interior atmosphere would be captured. Activities derived from the volumes, for example, the spaces follows the existing trees and immersed into the greener environment. It is easy for users to go outside and take the plants they need as well. Trees View from the terrace

Large trees integrated in my terrace

The rendering shows the inbetween features of the trees engaged space. The building immersed into the trees. Users can go outside and select the plants they need.

The rendering shows the interior of the trees engaged in the workshop. Artists are collaboratively working together. The furniture are followed the shape of the building to foster the visual connection with surroundings. The natural light, the trees allow the space immersed into its therapeutics retreat atmosphere. It promoted the overall wellbeing simultaneously.

The rendering presents the testing workshop. People collaboratively working together. It is straightforward for them to go outside and select the plants they require.

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SECTION FF This section is cutting from the trees engaged key moment. There is an apartment near this part of the building. It is a chance to bring them into my building to enjoy the theraputic learning experience.

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Story 5: River Engaged Art Space

After the printing work finished in trees engaged space, users can come to the river volumes to do some drawing. Drawing is the last step of clay printing. It is a significant process. The river engaged workshop to allow the artists to design the florist patterns and any inspirational drawings. Drawing is derived from the location and the building volume. It is built on the river and harmonious with the trees to provide more inspiration. 6

3 4

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The spatial diagram shows the river engaged volumes. Kinds of visual connection with surroundings in different direction. This arc form positively play with the surrounding contexts. River, trees, drawing and building form harmonious together to make this volume come to be the most appropriate one to endure the therapeutic creative drawing spaces in the trees. An in-between warm interior atmosphere would be captured. Activities derived from the volumes, for example, the spaces build on the river and immersed into the natural environment. The views give more inspiration for users. Drawing is the last step for printing work. It is a place for them to gain more inspire and design the patterns, arts. .

River engaged art space Visual connection with surroundings in different direction

Visual connection with the trees

Visual connection with the river and trees

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Visual connection with the river and trees

The rendering shows the connectin between the river engaged volume and surrounding natural elements. It strengthened the in between the feature and let users immersed into nature engaged therapeutic experience.

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The rendering shows the interior of the river engaged volume and try to highlight its sensory working moment. The furniture is following the shape of the building to enable users to efficiently occupy the space and provides the various visual connection with the surroundings.

The rendering shows the collaborative working and roof terrace space. The fresh air, the natural light, the art harmonious with each other. Users can get more inspiration from surroundings directly.

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The rendering shows the exhibition space.Exhibit the works done by the artists in this building and sell their work simultaneously. The printing work, the creative floristry drawings, the pattern design are exhibit in this space. It is an important story to bring their arts together.

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Solar diagrams, modified from ARC 3013 integrated construction

drawing drawing drawing

SECTION BB This section is cutting from the river engaged moment It shows its connection with the surrounding contexts like the ship inn pub, seven stories library and the lime street studio or some other artist workshop. It is a chance for my building to bring them together.

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Story 6: Therapeutic leisure pods

114 110

Then, after they finish the art-making, there is a theraputic dining and leisure space is waiting for them to finish the retreat ritual in the building. The rendering shows the pods on the roof. It is a nature engaged therapeutic leisure space. People can dining, reading or just chatting and do any leisure activity. It is a significant process in my urban retreat scheme. People immersed in this environment and enjoy the therapeutic experience.

Leisurement

OVERALL REALIZATION

The front elevation study to show my approach. The building waved on the site.

115 111

The back elevation study to show my approach. The building waved on the site.

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I have chosen the ceramic tile, timber and wool carpet for the interior paving. All of them are the eco frindly material with a warm texture to respond the acoustic board. They harmonious together to create a more desirable tactile engagement for users. Space between each column could be 12m due to the longest jji is 12m.

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Structure diagrams, modified from ARC 3013 integrated construction

The SUDS can reuse the rain water, manage the river quality and corporate with the green roof approach and help to landscaping the building surroundings. It is an efficient way to interplay with the site environment. It is an appropriate and strategy for my scheme.

Figure 55: Water harvesting process

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SUDS diagrams, modified from ARC 3013 integrated construction

The overall building form could harmonious with surroundings: play with sunlight, natural ventilation, or prevent bridges noisy. It could completely become part of the landscape.

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Spring north facade

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Summer east facade

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Autumn south facade

In summary, my building weaves together personal wellness, community development and greater sustainability. The seamless in between volumes become part of the landscape and let the users enjoy the therapeutic retreat daily rituals. This method promoted a dialogical way of learning. The connection and continuity between external and internal spaces. The harmony and engagement created from inside to outside, from music to reading and learning .

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Winter west facade

THEMATIC CASE STUDY

I have focused on one of the case study section which relates to the inhabitation and spatial relationship. It is helpful and inspirable due to its dialogical way of teaching and learning. The open-plan workshop space helps me to consider similar space in my scheme.

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My part

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My part

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ILLUSTRATED CULTURAL BIBLIOGRAPHY

DIFFERENT INSPIRABLE CASE STUDIES FROM STAGE THREE STUDIOS I have attracted by the sensory , tactile, nature and techtonic elements researches

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1: Nature response 2: The light and tactile

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3: Light 4: Light and void

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5: Site reflection and tactile 6: Light and nature

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7: Nature and techtonic 8: Site reflection and techtonic

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BIBLIOGRAPHY AND LIST OF ILLUSTRATIONS

ADM Systems Heat Recovery Ventilation, (2018). What Is MVHR & How Does MVHR Work? Available at: <https://www. youtube.com/watch?v=deqhMBIPKGU> [Accessed 28th April 2021]. Davis, N. (2018). Designing the Therapeutic Space: Using Layout, Color, and Other Elements to Get Patients in the Right Frame of Mind. Available at: <https://www.psychiatryadvisor.com/home/practice-management/designing-thetherapeutic-space-using-layout-color-and-other-elements-to-get-patients-in-the-right-frame-of-mind/>[Accessed 12th November 2020] e-architect. (2020). Bangkok Artists Retreat Design Competition. Available at: https://www.e-architect.com/ competitions/bangkok-artists-retreat-competition[Accessed 10th November 2021] Landscape institution.(2013). Public health and landscape: creating healthy places November 2013. Landscape institute. Available at: https://landscapewpstorage01.blob.core.windows.net/ www-landscapeinstitute-org/2013/11/ Public-Health-and-Landscape_FINAL_single-page.pdf. [Accessed 10th February 2021]. Pandya, S. (2019). Getting creative to change people’s lives. Available at: https://www.england.nhs.uk/blog/gettingcreative-to-change-peoples-lives/>[Accessed 20th November 2020] Hetreed,J and Ross, A(2017). 'Means of ventilation', in Routledge(ed.) Architects pocket book. New York: Routledge, pp. 191, PP 330. Stouhi, D.(2020). Bringing the Outdoors Inside: The Benefits of Biophilia in Architecture and Interior Spaces. Available at: <https://www.archdaily.com/923100/bringing-the-outdoors-inside-the-benefits-of-biophilia-in-architecture-andinterior-spaces?ad_source=search&ad_medium=search_result_all> [Accessed 20th March 2020] iaps. (2018). Environmental Psychology – Enhancing Our World[online] 1st ed. iaps. Available from: http://web.uvic. ca/~esplab/sites/default/files/Enhancing%20Our%20World_0.pdf. [Accessed 20th November 2020] Steven Holl architects. (2020). Winter Visual Arts Building / Steven Holl Architects. Available at: https://www.archdaily. com/949145/winter-visual-arts-building-steven-holl-architects?ad_source=search&ad_medium=search_result_ all[Accessed 10th November 2021] Steven Holl architects. (2014). Seona Reid Building / Steven Holl Architects. Available at: https://www.archdaily. com/483381/seona-reid-building-steven-holl-architects?ad_source=search&ad_medium=search_result_ projects[Accessed 10th November 2021] SANNA. (2010). Rolex Learning Center / SANAA. Available at: https://www.archdaily.com/53536/rolex-learning-centersanaa-by-iwan-baan?ad_source=search&ad_medium=search_result_projects[Accessed 10th November 2020] Sou Fujimoto Architects. (2006). Children’s Center for Psychiatric Rehabilitation. Available at: https://www.archdaily. com/8028/children%25e2%2580%2599s-center-for-psychiatric-rehabilitation-sou-fujimoto?ad_source=search&ad_ medium=search_result_all[Accessed 10th November 2021] Souza, E. (2020).Creating Vertical Gardens and Green Facades with Steel Cables. Available at: <https://www. archdaily.com/933692/creating-vertical-gardens-and-green-facades-with-steel-cables?ad_source=myarchdaily&ad_ medium=bookmark-show&ad_content=current-user> [Accessed 24 April 2020] Weaver, S. (2015). Nature-Based Therapeutic Service: The power of Love in Helping and Healing. Available at:<http://www.susted.com/wordpress/content/nature-based-therapeutic-service-the-power-of-love-in-helping-andhealing_2015_03/> [Accessed 20th May 2021]

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Figure 1: The Ouseburn, 2020. Ouseburn, image, Mushroom works, viewed 20 October 2020,< https://www. ouseburn.co.uk >. Figure 2: The Ouseburn, 2020. Ouseburn, image, Cycel hub, viewed 20 October 2020,< https://www.ouseburn.co.uk >. Figure 3: The Ouseburn, 2020. Ouseburn, image, Baltic centre, viewed 20 October 2020,< https://www.ouseburn. co.uk >. Figure 4: The Ouseburn, 2020. Ouseburn, image, Soga gateshead, viewed 20 October 2020,< https://www.ouseburn. co.uk >. Figure 5: Google earth, 2020, image, Royal Navel reserve unit, viewed 20 October 2020, https://earth.google.com/ web/search/ne1+2df/@54.97152659,-1.58975574,5.7203183a,691.09139376d,35y,15.98030743h,33.60282215t,0r/ data=CnIaSBJCCiUweDQ4N2U3MDk1MjZkNDliZjk6MHg0OWVmYWViNzJiM2NmMDMwGRHSZBBpfEtAIRccbzzpb vm_KgduZTEgMmRmGAIgASImCiQJu_o-uQ2FS0ARLghTGsKAS0AZTIBF9CKv-L8hzd4maFY1-78. Figure 6: The Ouseburn, 2020. Ouseburn, image, Toffee factory, viewed 20 October 2020,< https://www.ouseburn. co.uk >. Figure 7: The Ouseburn, 2020. Ouseburn, image, Cresecent fiftyone, viewed 20 October 2020,< https://www. ouseburn.co.uk >. Figure 8: The Ouseburn, 2020. Ouseburn, image, Seven stories library, viewed 20 October 2020,< https://www. ouseburn.co.uk >. Figure 9: The Ouseburn, 2020. Ouseburn, image, Brickwork, viewed 20 October 2020,< https://www.ouseburn.co.uk >. Figure 10: Google earth, 2020, image, Primary school, viewed 20 October 2020, https://earth.google.com/web/ search/ne1+2df/@54.97152659,-1.58975574,5.7203183a,691.09139376d,35y,15.98030743h,33.60282215t,0r/data =CnIaSBJCCiUweDQ4N2U3MDk1MjZkNDliZjk6MHg0OWVmYWViNzJiM2NmMDMwGRHSZBBpfEtAIRccbzzpbvm_ KgduZTEgMmRmGAIgASImCiQJu_o-uQ2FS0ARLghTGsKAS0AZTIBF9CKv-L8hzd4maFY1-78. Figure 11: The Ouseburn, 2020. Ouseburn, image, Northern print, viewed 20 October 2020,< https://www.ouseburn. co.uk >. Figure 12: The Ouseburn, 2020. Ouseburn, image, Chilli studio, viewed 20 October 2020,< https://www.ouseburn. co.uk >. Figure 13: The Ouseburn, 2020. Ouseburn, image, Biscuit factory, viewed 20 October 2020,< https://www.ouseburn. co.uk >. Figure 14: The Ouseburn, 2020. Ouseburn, image, Holy Biscuit, viewed 20 October 2020,< https://www.ouseburn. co.uk >. Figure 15: The Ouseburn, 2020. Ouseburn, image, Calbot studio, viewed 20 October 2020,< https://www.ouseburn. co.uk >. Figure 16: Google earth, 2020, image, Nursory school, viewed 20 October 2020, https://earth.google.com/web/ search/ne1+2df/@54.97152659,-1.58975574,5.7203183a,691.09139376d,35y,15.98030743h,33.60282215t,0r/data =CnIaSBJCCiUweDQ4N2U3MDk1MjZkNDliZjk6MHg0OWVmYWViNzJiM2NmMDMwGRHSZBBpfEtAIRccbzzpbvm_ KgduZTEgMmRmGAIgASImCiQJu_o-uQ2FS0ARLghTGsKAS0AZTIBF9CKv-L8hzd4maFY1-78. Figure 17: Landscape instotution, 2013. 2013. landscapewpstorage, image, Global ecosystem diagram, viewed 20 October 2020, <https://landscapewpstorage01.blob.core.windows.net/ www-landscapeinstitute-org/2013/11/PublicHealth-and-Landscape_FINAL_single-page.pdf.> Figure 18: Baldwin,E. 2020. Archidaily, image, EcoResponsive Environments Wins RIBA Competition to Envision Runcorn's Future in the U.K, viewed 25 October 2020,< https://www.archdaily.com/949471/ecoresponsiveenvironments-wins-riba-competition-to-envision-runcorns-future-in-the-uk?ad_source=search&ad_medium=search_ result_articles >. Figure 19: Moreira,S. 2020. Archidaily, image, Reduce, Reuse and Recycle: the Three R's Rule Applied to Architecture, viewed 25October 2020,< https://www.archdaily.com/945040/reduce-reuse-and-recycle-the-three-rs-rule-applied-toarchitecture?ad_source=search&ad_medium=search_result_all>. Figure 20: Pedersen, M. 2017. Archidaily, image, How Architecture Affects Your Brain: The Link Between Neuroscience and the Built Environment, viewed 25October 2020,<https://www.archdaily.com/876465/how-architecture-affectsyour-brain-the-link-between-neuroscience-and-the-built-environment?ad_source=search&ad_medium=search_result_ all>. Figure 21: Harrouk, C. 2020. Archidaily, image, Psychology of Space: How Interiors Impact our Behavior?, viewed 25 October 2020,<https://www.archdaily.com/936027/psychology-of-space-how-interiors-impact-our-behavior?ad_ source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user>. Figure 22: MADE arhitekti, 2013. Archidaily, image, Saldus Music and Art School, viewed 25 October 2020,<https:// www.archdaily.com/417592/saldus-music-and-art-school-made-arhitekti?ad_source=search&ad_medium=search_ result_all>. Figure 23: Wheeler Kearns Architects, 2017. Archidaily, image, Mansueto High School, viewed 25 October 2020,<https://www.archdaily.com/946017/mansueto-high-school-wheeler-kearns-architects?ad_source=search&ad_ medium=search_result_all>. Figure 24: Hastings Architecture, 2019. Archidaily, image, Vanderbilt University School of Nursing, viewed 25 October 2020,<https://www.archdaily.com/939080/vanderbilt-university-school-of-nursing-hastings-architecture?ad_ source=search&ad_medium=search_result_all>. Figure 25: Tectoniques Architects, 2020. Archidaily, image, The Maison des Arts Arts Center, viewed 25 October 2020,<https://www.archdaily.com/951195/the-maison-des-arts-arts-center-tectoniques-architects?ad_ source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user>. Figure 26: Newcastle university, 2020.ncl, image, Fine Art: Research and Teaching , viewed 25 October 2020,<https:// www.ncl.ac.uk/sacs/fineart/>. Figure 27: The Ouseburn, 2020. Ouseburn, image,Printing artists, viewed 5 November 2020,< https://www.ouseburn. co.uk >.

Figure 28: The Ouseburn, 2020. Ouseburn, image,Theraputic art, viewed 5 November 2020,< https://www.ouseburn. co.uk >.

Figure 29: The Ouseburn, 2020. Ouseburn, image,Printing artists, viewed 5 November 2020,< https://www.ouseburn. co.uk >. Figure 30: The Ouseburn, 2020. Ouseburn, image,Artists seminar, viewed 5 November 2020,< https://www. ouseburn.co.uk >.

Figure 31: The Ouseburn, 2020. Ouseburn, image,Art/design gallery, viewed 5 November 2020,< https://www. ouseburn.co.uk >. Figure 32: Wildflower, 2020. Ouseburn, image,flower shop, viewed 5 November 2020,< https://www.wildflowerflorist. co.uk>.

Figure 33: Shiefield art works, 2020. SAW, image,Artists community group, viewed 5 November 2020,<https://www. saw-newcastle.org >.

Figure 34: The Ouseburn, 2020. Ouseburn, image,Artists workshop, viewed 5 November 2020,< https://www. ouseburn.co.uk >.

Figure 35: Gardner,G. 2020. Architecture today, image, Urban Retreat, viewed 30 October 2020,<https:// architecturetoday.co.uk/urban-retreat/>. Figure 36: Mcclean,D. 2020. Architecture today, image, Quarry Studios, viewed 30 October 2020,<https:// architecturetoday.co.uk/quarry-studios/>. Figure 37: Hiroshi Nakamura & NAP, 2012. Archidaily, image, Optical Glass House, viewed 25 October 2020,<https:// www.archdaily.com/885674/optical-glass-house-hiroshi-nakamura-and-nap?ad_source=myarchdaily&ad_ medium=bookmark-show&ad_content=current-user>. Figure 38: Amadale,V. The local project, image, Willow urban retreat, viewed 30 October 2020,<https:// thelocalproject.com.au/articles/wellness-by-design-willow-urban-retreat-by-architect-melanie-beynon/>. Figure 39: René van Zuuk Architekten, 2019. Archidaily, image, Roosendaal Pavillion, viewed 30 October 2020,<https://www.archdaily.com/26324/roosendaal-pavillion-rene-van-zuuk-architekten?ad_medium=gallery>. Figure 40: Architizer, 2020. PMMT, image, PMMT Forward Thinking Healthcare Architecture, viewed 30 October 2020,<https://architizer.com/firms/pmmt/>. Figure 41: Steven Holl Architects, 2020. Archidaily, image, Winter Visual Arts Building, viewed 25 October 2020,<https://www.archdaily.com/949145/winter-visual-arts-building-steven-holl-architects?ad_ source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user>. Figure 42: dustdb, 2012. dustdb, image, Tucson Mountain Retreat, viewed 25 October 2020,<https://www.dustdb. com/Tucson-Mountain-Retreat>. Figure 43: Baldwin,E 2020. Archidaily, image, nature retreat, viewed 25 October 2020,<https://www.archdaily. com/949752/gem-state-living-with-nature-in-idahos-mountains-and-valleys?ad_source=search&ad_medium=search_ result_articles>. Figure 44: Baldwin,E 2020. Archidaily, image, nature retreat, viewed 25 October 2020,<https://www.archdaily. com/949752/gem-state-living-with-nature-in-idahos-mountains-and-valleys?ad_source=search&ad_medium=search_ result_articles>. Figure 45: Jungbauer,J 2020. ignant, image, florist studio, viewed 25 October 2020,<https://www.ignant. com/2015/09/28/a-minimal-florist-studio-by-shinichi-ogawa-associates/>. Figure 46: Steven Holl Architects, 2020. Archidaily, image, Winter Visual Arts Building, viewed 6 Feburary 2 0 2 1 , < h tt p s : / / w w w. a rc h d a i l y. c o m / 9 4 9 1 4 5 / w i n t e r- v i s u a l - a rt s - b u i l d i n g - s t e v e n - h o l l - a rc h i t e c t s ? a d _ source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user>. Figure 47: Steven Holl Architects, 2014. Archidaily, image, Seona reid building, viewed 12 Feburary 2021,<https:// www.archdaily.com/483381/seona-reid-building-steven-holl-architects?ad_source=myarchdaily&ad_ medium=bookmark-show&ad_content=current-user>. Figure 48: e-architect, 2016. e-architect, image, Bangkok Artists Retreat Design Competition, viewed 12 November 2020,<https://www.archdaily.com/483381/seona-reid-building-steven-holl-architects?ad_source=myarchdaily&ad_ medium=bookmark-show&ad_content=current-user>. Figure 49:Basulto, D. 2010. Archidaily, image,Glass Pavilion at the Toledo Museum of Art, viewed 12 March 2021,<https://www.archdaily.com/54199/glass-pavilion-at-the-toledo-museum-of-art-sanaa-pritzker-prize-2010?ad_ source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user>. Figure 50: SANNA 2010. Archidaily, image,Glass Pavilion at the Toledo Museum of Art, viewed 12 March 2021,<https://www.archdaily.com/54199/glass-pavilion-at-the-toledo-museum-of-art-sanaa-pritzker-prize-2010?ad_ source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user>. Figure 51: Sou Fujimoto Architects, 2006. Archidaily, image,Rolex Learning Center, viewed 12 March 2021,<https://www.archdaily.com/53536/rolex-learning-center-sanaa-by-iwan-baan?ad_source=myarchdaily&ad_ medium=bookmark-show&ad_content=current-user>. Figure 52:Keil anchor, 2020. keilanchor, image,VENTILATED FACADE SUBSTRUCTURE, viewed 24 May 2021,<http:// keilanchor.com/ventilated-facade-substructure/>. Figure 53:Souza, E 2020. Archidaily, image,Creating Vertical Gardens and Green Facades with Steel Cables, viewed 24 May 2021,<https://www.archdaily.com/933692/creating-vertical-gardens-and-green-facades-with-steel-cables?ad_ source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user>. Figure 54: Stil-acoustic, 2020. Stil-acoustics, image,Timber acoustic panels for ceilings and walls, viewed 28 April 2021,<https://www. stil-acoustics.co.uk/Timber-Acoustic/Linear.html>. Figure 55: Rainwater Harvesting LTD, 2018. Rainwater Harvesting LTD, video images,Rain active- ultra low discharges SUDS system, viewed 28 April 2021,<https:// www.youtube.com/watch?v=BR0YWjgbiGM>.

APPENDIX TECHNICAL DETAILS FOR OVERALL REALIZATION

The axonometric details summary the key details such as the rainscreen technology, glulam frame, cedar slabs, exposed gutter or SUDS. It is very helpful for me to understand my climate crisis strategies.

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Diagram to show the MVGR in my building

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Circular lift

Fire escape

Exits Refuges

Fire escape

The fire strategies in this organic building satisfied the UK building regulations.

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Characteristics of a good section

connections with the context

GROUP MEETING ANALYSIS

gives an understanding of scale

internal details

spatial relationship

context

'Refugium in Rasa' by STD Atelier (2018)

spatial relationships

clear topography and cut line

'The Alley, The Void, The House' by DUA Studio (2020)

materiality

light and shadows

including people to show scale 'House for a Priest' by Valerio Olgiati

inhabitation

'Allmannajuvet Zinc Mine Museum' by Peter Zumthor (2016) 'House and Atelier' by Atelier Bow-Wow (2005)

'Pearling Site Museum and Entrance' by Valerio Olgiati (2019)

how it sits on site

'Koshino House' by Tadao Ando (1984)

We analysised the perspective section and rendering methods to find the most appropriate one for our scheme.

rendering to show the materiality and key moments in the building

perspective sections 'shows more'

technical detail where appropriate 'Nest We Grow' by Kengo Kuma (2014)

clear section cutting with contexts collage of photograph and renovation deteail

nice arrangement of whole section and details

hand drawing to show the sustainable strategies

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hand drawn showing materiality and light

inhabitation, context and structural detail

THINKING THROUGH WRITING

My line of enquiry exploring process

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My line of enquiry exploring process

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My line of enquiry exploring process

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SOME IDEA EXPLORING PROCESS

Lift building up idea exploring

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Cut in nature engaged idea exploring

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Nature engaahed idea development

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Some technical detail exploring

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FEEDBACK SHEETS

ARC3001 FEEDBACK SHEET

FORMATIVE LETTER GRADE

STUDENT NAME:

Yating He (180560831)

DATE:

18.12.20

STUDIO:

Creative Synergies

REVIEWERS:

Stella and Craig

ASSESSMENT CRITERIA:

X A B C D E

GRADE BREAKDOWN

76-100 66-75 56-65 46-55 36-45 0-35

Percentage teamwork

Percentage individual

THEMATIC CASE STUDY 5%

CHOSEN CASE STUDY AND INDIVIDUAL CATEGORY:

The Thematic Case Study Report should respond to the categories set. Students should explain their analysis at a variety of scales ranging from the site-wide through to detailed drawings, utilising annotated, original diagrams and illustrations as far as possible.

TITLE OF CASE STUDY

Bauhaus

The most successful group presentations will be clear, considered and engaging and cross reference individual contributions.

PLEASE TICK

1. How does the case study relate to the Studio Specific Criteria .01?

PROCESS

research - iteration - rigour - control - articulation of method(s) - relevance of method(s)

ETHICAL FRAMEWORK

judgement - response to social, political, environmental, material, cultural, historical professional context(s) [where appropriate] - inclusivity - sustainability

2. How does the case study relate to the Studio Specific Criteria .02? 3. How does the case study relate to it’s environmental / climate crisis context? 4. How does the case study relate to the Architect’s theoretical position / how does it explore their ideas?

COMMUNICATION & REPRESENTATION

control - accuracy - clarity - composition - detail - relevance - judgement - atmosphere inhabitation - coherence

CRITICAL THINKING & NARRATIVE

criticality - argument - evaluation - questioning - interpretation - multiple perspectives - quality relevant sources - coherence

PROCESS Advanced

5. How does the case study relate to other buildings of it’s type?

RECORD OF PEER/TUTOR COMMENTS: The video presentation clearly communicates key material and analysis for each question. Lovely idea to end the presentation with a reflective discussion which makes connections to the Studio’s themes and aims. Nice arrangement and layout, which shows the team’s effort to coordinate a coherent presentation. Clever graphic references to Bauhaus style. Division of section: aim for a clearer division of sections, with a consistent section title (title of the given question) on the top the page and name of student, with the same editorial style throughout the document. The document would also benefit from a collective short introduction & conclusion, to introduce the reader to context and importance of Bauhaus and at the end to sum up key ideas & why not some key points from your collective reflection in relation to the Studio’s themes from your video.

AL RK HIC O ET MEW d A nce FR va

Overall, a great body of work that can further inform your individual investigations of the Studio themes. Effective use of your own drawings/diagrams/collages for analysis and presentation of key ideas instead of relying entirely on visual content from other sources. Referencing needs more work. You need as a group to pick a referencing style and follow the guidelines of this style to consistently credit sources in the right way. For example, Chicago Referencing Style offers two options: Author-Date or Notes-Bibliography and there are specific rules to follow for each system to cite each type of source. (https://www.chicagomanualofstyle.org/tools_citationguide.html). Online sources need to have an accessed date as this content is often be changed (this refers to online sources of figures and other material)

YOUR KEY NEXT STEPS: Basic

Advanced

CO Ad va RE MM nce PR UN d ES IC EN AT TA ION TIO & N

It would be nice to deepen this exploration and talk about the different types of workshops and disciplines housed in the Bauhaus and their spatial needs with more specificity as you have already started doing by analysing and reflecting on section diagrams 1and 2, which already highlight programmatic relationships You could show us through a diagram key differences between a classic academic building of arts of that time and the way programmatically is organised in comparison to Bauhaus so we can see how Bauhaus differentiates.

CRITICAL THINKING & NARRATIVE

DRAFT PORTFOLIO

CASE STUDY

TESTING REVIEW

SYNTHESIS REVIEW

Proposed Mark

ARC3015 2020-2021

Theory into Practice

ESSAY ASSESSMENT FORM STUDENT

Yating He

STUDIO

Creative Synergies

READER

note that the criteria below are drawn from the learning outcomes described in the module handout

WEAK

FAIR

GOOD

EXCELLENT

Scope Knowledge and understanding of relevant ideas and questions; Thoroughness and relevance of the literature considered and referenced.

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Critical Reflection Consideration and demonstration of how key ideas relate to own design practice; ability to explore and define this practice.

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Visual Evidence Use of a range of visual evidence (images, maps, drawings, statistics, footage, etc.) to support discussion.

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Persuasiveness Effective and critical deployment of research literature and evidence to construct the argument.

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This essay engages closely with ideas of environmental psychology, exploring to a good degree of depth the spatial experiences formed by the proposal. A fair range of representation practices are shown, from digital renders to physical model making, which offer a vivid account of the finished proposal. At times the practice feels slightly caught in digital drawing methods, which can't always reflect the full depth of experience that would be felt on site prior to intervention, and while encountering/inhabiting the proposed architecture. Figure 9 in particular illustrates a homogenous aesthetic that reduces our impression of the site. It could be useful to seek to expand from these methods, possibly through a renewed emphasis on model making, or through hybrids of drawing and photographs that target specific points of experience. Continuing your engagement with environmental psychology there could also be further study into the tectonics of the proposal, particularly in the manner they will promote positive EP, and the points of connection between elements, material joints, the process of construction. There are some forays into diagramming these aspects, but they could be explored to greater depth as you develop your proposals. In turn the manner the building complements the site, amplifying particular experiences while dampening others will be communicated through your hand as a designer. Overall the piece offers a reasonable reflection of your design process so far, and offers fertile ground for working toward a higher degree of declaration and range of representation techniques.

2000 words (10% approx. tolerance)

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YES

0-39% Fail / 40-49% Low Pass / 50-59% Pass / 60-69% Merit / 70-100% Distinction

THEORY INTO PRACTICE

-12

DISSERTATION

PROFESSIONAL PRACTICE AND MANAGEMENT