BA Arch Programme Handbook AY2024-25 by NUS Department of Architecture

BACHELORS OF ARTS IN ARCHITECTURE (HONOURS)

Academic Year 2024/25

Department of Architecture

College of Design and Engineering

National University of Singapore

_CONTENTS**_

HEAD’S MESSAGE 4

BACHELOR OF ARTS IN ARCHITECTURE PROGRAMME DIRECTOR’S MESSAGE 5

BA ARCH PROGRAMME OVERVIEW 9

BA ARCH 4-YEAR PATHWAY 11

BA ARCH 3-YEAR PATHWAY (WITH APC)13

BA ARCH PROGRAMME 19

YEAR 1 SEMESTER 1 21

YEAR 1 SEMESTER 2 23

YEAR 2 SEMESTER 1 25

YEAR 2 SEMESTER 2 27

YEAR 3 SEMESTER 1 29

YEAR 3 SEMESTER 2 31

BA ARCH DESIGN STUDIO SEQUENCE 35

DESIGN 1 : SEEING, THINKING, MAKING 36

DESIGN 2 : SCALE, PRECEDENT, CONTEXT 38

DESIGN 3 : AGGREGATION, STRUCTURE, SPACE 40

DESIGN 4 : ENVIRONMENT, CLIMATE, ENVELOPE 42

DESIGN 5 : DENSITY, URBANISM, PUBLICNESS 44

DESIGN 6 : SYSTEMS, COMPREHENSIVENESS, INTEGRATION 46

BA ARCH DESIGN STUDIO FACULTY 49

DESIGN STUDIO REVIEW CALENDAR 54 EVENTS & GUEST LECTURES 56

VISITING PROFESSORS & BA ARCH EXTERNAL REVIEWERS 58

STUDENT EXCHANGE PROGRAMMES (SEP) & NUS DESIGN SUMMER CAMP 59

POINT OF CONTACT 60

_DEPARTMENT OF ARCHITECTURE_ _HEAD’S MESSAGE**_

Welcome to the new academic year, AY2024/25, at the NUS Department of Architecture! We are thrilled to have you join our leading design programs in Asia and a dynamic community of higher learning.

NUS Architecture is Asia’s premier school of design, architecture, landscape and urbanism. Led by a crossdisciplinary and international faculty, we champion design excellence through a vision of ‘Architecture for Asia’. Our design and research respond specifically to the challenges of the global equatorial region.

Engaged in cutting-edge practices, research, and teaching, the department is committed to leading in design and planning innovations to meet the planet’s many new and growing challenges. Our carbon-neutral facilities are a testament to our commitment to change. We take on these challenges through technological solutions and critical examinations of the issues, including climate crisis, urbanisation, and the impact of socio-economic transformation on communities and the built environments.

Our programs prepare our students to be changemakers in the profession and society. As you undertake your intellectual journey through our programs, ask how the built environments can be better preserved and transformed and reflect critically on our role as professionals and citizens. We need to think creatively while honing our skills as practitioners and grounding ourselves in the communities and environments.

As we work to take on these social, technological, and intellectual challenges, we must also work together as a community. As you move through studios and classes, think about how we can support one another. Seek support from faculty and staff when faced with issues and difficulties. Team up to work collectively on initiatives and projects. Show care in challenging situations. We are here to work and learn as a community of committed individuals.

Navigating a large department and programs like ours can be exciting but daunting. We hope this handbook will serve as a valuable guide to help you make the most of our vast resources at NUS. As detailed and comprehensive as the handbook can be, things may inevitably be left out. Please feel free to reach out to our staff and your peers. We wish you well as you embark on your journey in the new academic year!

JEFF HOU, Ph.D, FASLA

Provost’s Chair Professor and Head of Department

_BACHELOR OF ARTS IN ARCHITECTURE_ _PROGRAMME

DIRECTOR’S MESSAGE**_

Welcome to our Architecture Program, BA (Arch), a place for students and researchers to grasp the necessary theoretical and practical knowledge to become architects. The programme is home to a collective of creative individuals that innovate and critically reflect on the fundamental role that architecture plays, its agency in contributing to the shaping of society.

Students engage in a four years programme, learning modes and methodologies of reading and imagining space, defining program, investigating atmospheres, enabling alternative and emancipatory modes of living and making place. Emphasising the need for measure-and-care, they are asked to reflect on how to operate and devise spatial strategies whilst approaching questions pertaining ecology, fostering tactful ethics and promoting sustainable practices. The tropical, diverse and technologically oriented setting of Singapore offers an interesting base to pursue studies foregrounding innovation and inclusivity, aiming through architecture at devising spaces and producing relations in support of more sustainable modes of living, of diversity, and aiming at constructing frameworks for horizontal action and community-making. The local settings of Singapore offer a rich environment whence to start mapping and understanding the global dynamics affecting the planet, its deep and ever-evolving ecologies, the complex fabric of the living, the human and more-than-human actors involved. The global>to<local pendulum allows us to keep reflecting on how to locate and engineer the human in relation to nature, ultimately prompting a multi-scalar understanding, and formulating new ways to discuss ethically what we mean with such terms.

At DOA we endorse a layered way of thinking able to span and connect a variety of domains converging towards what we call architecture. The program welcomes students with no prior architectural knowledge, it is a four-year course, scaffolded to progress through the modules providing a comprehensive understanding of what architecture entails. Design studios are curated to progressively expose students to questions of: scale, precedent, context, aggregation, structure, space, environment, climate, envelope, density, urbanism,

publicness, systems, comprehensiveness, integration, criticality, agenda and methodology. Studios and hands-on workshops are accompanied by seminars covering areas of history and theory, urbanism, and the environment. Fusing criticality and embracing engineering skillsets, we welcome students ready to carefully and critically employ technology to shape the future.

We’re excited to host new students and to re-connect with already enrolled ones, and we look forward to supporting their explorations through a blend of analog and digital approaches, from hands-on material experiments to advanced computational methods. Through a curated pairing of research-design we organically foster the growth of students’ independence, getting them to gradually determine the architects they want to become. Students get enmeshed with architectural thinking, discipline, and practice, understanding the value of problem-solving as a mix of analysis, criticality and creativity. Sharpening skills through iterative processes and guided tutorials, throughout the academic years we hope students acquire confidence, endurance and resilience.

DOA, in the spirit of CDE of which we are part, cultivates interdisciplinary thinkers, a generation of makers able to document the world equipped with synoptic visions, comfortable with moving between fields of knowledge, grasping the need to operate locally and globally, synergising, distilling and organising architecturally a vast array of cultural elements, morphological types, and modes of making. Paraphrasing what someone has said, it is not enough to reflect on the world, the necessary task is that of collectively changing it. Architects commit to the future through acts of optimism, affecting the living and contributing to the making of society, its eco-logical grounding. Architects contribute to shaping the forms-oflife that are possible and the relations that are enabled and disabled within each space, in time. Such agency is not to be taken lightly and for granted, as that is architecture’s enormous potential, a vow that requires new creative individuals to be constantly renewed and reactivated.

FEDERICO SIMONE RUBERTO, Ph.D Senior Lecturer Bachelor of Arts in Architecture Programme Director

Picture credit: Ng Lee Han Joshua

Picture credit: John Chew Geronimo Jr.

_BA ARCH_ _PROGRAMME_ _OVERVIEW**_

BA ARCH

Incoming BA Arch students

Incoming BA Arch students (with advanced placement credits)

BA Arch Year 1

Design 1: Seeing, Thinking, Making

Design 2: Scale, Precedent, Context

BA Arch Year 2

Design 3: Aggregation, Structure, Space

Design 4: Environment, Climate, Envelope

BA Arch Year 3

Design 5: Density, Urbanism, Publicness

Design 6: Systems, Comprehensiveness, Integration

BA Arch Year 4 (Hons.)

Architectural Internship Programme (AIP) or Student Exchange Programme (SEP) or NUS Overseas College (NOC)

Example Courses:

Design 7

Urban Design Theory and Praxis

Advanced Architectural Integration Contemporary Theories

M ARCH

PROFESSIONAL PRACTICE

M Arch

Architectural Internship Programme (AIP) or Student Exchange Programme (SEP) or NUS Overseas College (NOC)

Unrestricted Electives (UEs)

Abbreviations

BA Arch: Bachelor of Arts in Architecture M Arch: Master of Architecture

MAUD: Master of Arts in

S1: Density, Urbanism, Publicness

CUs

AR3328 Architectural Structures & Forces

AR3223 Introduction to Urbanism

S2: Systems, Comprehensiveness, Integration

Sustainable Environmental Systems AR3101 Design 5

FLEXIBLE

Students may apply for Student Exchange Programme

LEGEND :

CU: Course Units

DEC: Department Essential Courses (Y1—Y4)

GE: General Education Courses (Y1—Y4)

CC: Common Courses (Y1—Y3)

UE: Unrestricted Electives (Y1—Y4)

Denotes ﬂexible elective that can be taken anytime during stated duration N.A

BA ARCH YEAR 4 (GENERAL/DESIGN TRACK)

General Track: Any UEs Design Track: Any UEs

General Track: Any UEs Design Track: Arch UEs*

Students may apply for Student Exchange Programme, or NUS Overseas College (NOC) to

Students must also meet the minimum semester workload of 20 CUs

*Students on the Design Track will need to enroll in speciﬁc Arch UEs offered by the Department

Density, Urbanism, Publicness

LEGEND :

CU: Course Units

DEC: Department Essential Courses (Y1—Y4)

GE: General Education Courses (Y1—Y4)

CC: Common Courses (Y1—Y3)

UE: Unrestricted Electives (Y1—Y4)

Denotes ﬂexible elective that can be taken anytime during stated duration N.A AR3328

LEGEND :

CU: Course Units

DEC: Department Essential Courses (Y1—Y4)

GE: General Education Courses (Y1—Y4)

CC: Common Courses (Y1—Y3)

UE: Unrestricted Electives (Y1—Y4)

Denotes ﬂexible elective that can be taken anytime during stated duration N.A

BA ARCH YEAR 3

S1: Density, Urbanism, Publicness

AR3223 Introduction to Urbanism

S2: Systems, Comprehensiveness, Integration

BA ARCH YEAR 4 (GENERAL/DESIGN TRACK)

Students

ARCH YEAR 3

S1: Density, Urbanism, Publicness

AR3101 Design 5

CUs

S2: Systems, Comprehensiveness, Integration

LEGEND :

CU: Course Units

DEC: Department Essential Courses (Y1—Y4)

GE: General Education Courses (Y1—Y4)

CC: Common Courses (Y1—Y3)

UE: Unrestricted Electives (Y1—Y4)

Denotes ﬂexible elective that can be taken anytime during stated duration N.A AR3328 Architectural Structures &

AR3223 Introduction to Urbanism AR3722 Sustainable Environmental Systems

BA ARCH YEAR 4 (GENERAL/DESIGN TRACK)

FLEXIBLE

Students

General Track: Any UEs Design Track: Any UEs

CUs

Students

CUs *Students on the Design Track will need to enroll in speciﬁc Arch UEs offered by the Department

Picture credit: Landon Ding

Picture credit: Chiok Jun Jie

_BA ARCH (HONS.) PROGRAMME_ _(YEAR 1 TO YEAR 4)**_

The new undergraduate curriculum is introduced for incoming students AY2024/25, it is a four-year BA (Arch) programme comprising design studio and other essential courses. The courses have been curated and are consolidated so to be part of the inter-disciplinary vision of the College of Design and Engineering (CDE). The curriculum creates pathways that accommodate a wider range of second majors, minors and specialisation. During the four years, students progress through seven design courses where they are introduced to 18 foundational themes in architecture. This largest component of the curriculum takes place in design studios, where students tackle different handson design challenges, and discover their own unique, critical and creative approaches to solve assigned design problems. At the same time, students take additional courses for their Major Requirements within the DOA—courses within the Common Curriculum offered by the College of Design and Engineering (CDE) and General Education courses and courses in Unrestricted Electives elsewhere in the University . The Major and Common courses are carefully aligned and calibrated with the corresponding studio levels. These complement the learning objectives and outcomes of the design studio sequence.

This foundation programme is set within a broad-based interdisciplinary education model. It provides a strong disciplinary foundation and at the same time encourages students to expand their horizons and worldviews beyond the confines of the discipline. Ultimately, students are encouraged to draw on expertise and knowledge both within the Department and across the University. This allows students to align their design education with their own specific areas of interests. By offering a wide range of opportunities and offering comprehensive training in both discipline-specific and general education, our programme prepares students to be able to navigate a complex and multivariate future. This prepares them to become influential citizens and visionary thought leaders, not only within the field of architecture but in other various domains.

The following pages describe the design studio themes and other essential courses for Years 1-4.

Refer to the diagram on pages 10 & 11 for programme overview

_YEAR 1 SEMESTER 1_

AR1101A DESIGN 1 SEEING, THINKING, MAKING

UNITS: 8

This key foundation course is an introduction to basic design concepts and methodologies, as well as representational techniques specific to seeing, thinking, and making. These will be explored via analogue means. Students will be introduced to a wide range of architectural ideas, ranging from traditional representation and Singapore architecture, to emergent trends operating on the frontiers of data-driven and digital techniques in the field of design today.

Ideas of space, form, proportion, composition, and order will be examined and explored. As foundational design components, these will provide requisite grounding in developing a visual language through the practices of drawing, sketching, and model making. Students will learn basic drawing techniques and skills, including line weight, line type, scale, and the projective techniques of plan, section, elevation, perspective and axonometric drawing.

Students will also be introduced to techniques for understanding and addressing information and data, as well as the abstraction of architectural ideas through the production of architectural drawings and 3D scale models. They will be able to evaluate such representations as part of the fundamental process and methodology of contemporary computational design, and as an extension of traditional methods of gathering and analysing information.

Learning Objectives

1. To understand the non-directional relationship between seeing, thinking and making.

2. To understand perception, scale, space, form, proportion and composition.

3. To understand and deploy line weight, line type, and graphic composition to produce structure and hierarchy in the visual field.

4. To understand and be able to make plan, section, elevation, perspective, and sketched and scaled axonometric drawings.

5. To understand and make models as fundamental mediums of design thinking and as part of the design process.

6. To understand the difference between representation, abstraction and transformation in the architectural process.

7. To understand architectural representation as necessarily a mixed mode employing mixed media, and that the “whole picture” can only be formed through the concurrent use of multiple methods.

8. To be able to read information and data and translate it into analogue architectural ideas, drawings and models, whilst engaging critically with the process.

Picture credit: Chua Qi Feng

EG1311 DESIGN AND MAKE

UNITS: 4

This course covers the fundamentals of engineering design and prototyping. Students will learn design principles and tools through lectures and engage in experiential learning through group design projects. A stage-based design process will be covered. Students will develop their skills in eliciting user needs, ideating solutions, and making prototypes to demonstrate their ideas.

Picture credit: Chionh Yee Ting

_YEAR 1 SEMESTER 2_

AR1102 DESIGN 2 SCALE, PRECEDENT, CONTEXT

UNITS: 8

This course will build on AR1101A by focusing on the development of three foundational design skills: Scale, Precedent and Context. Students will be introduced to 3D complexities and relationships of scale, discover the use and transformation of precedent in architectural design processes; and gain an understanding of context as a component that impacts design outcomes within the built and natural environment.

This course will enhance students’ use of different mediums and graphic communication, with an introduction to complex 2D and 3D projections at scale, as well as the use of digital and analogue tools. Students will learn to combine representational tools to illustrate their design method(s). They will also delve deeper into the use of 3D models as part of the design process. Expanding on what they have learnt the previous semester, students will employ various visual mediums as part of the design process, and as a tool to present, defend and refine their ideas on architecture.

Studio projects will also begin to wrestle with certain fundamental issues in architecture: site, programme, circulation, organisation of public and private zones, and the differing requirements of users. Students will apply thoughtful, rigorous methods in the process of formmaking, understanding it to be the language through which architects shape and create spatial experiences.

Learning Objectives :

1. To understand and deploy dimensions, scale and proportion, in relationship to context and the human figure.

2. To understand and transform precedent as a vehicle for design innovation.

3. To understand and integrate context in the conception of design.

4. To understand and begin to describe and communicate spatial qualities.

5. To understand and produce projective drawings in scale.

6. To understand and deploy a design method to structure the design process, making visible the transformational processes in drawing and model making.

7. To understand and deploy line weight/type, scale and graphic hierarchies to communicate information and design intention, and to understand and deploy materials in model making to communicate design intent.

8. To begin incorporating digital technologies together with analogue tools in hybrid representations.

9. To begin incorporating research methodologies and critical thinking as part of the design process.

10. To present architectural ideas in concise and considered visual and verbal presentations.

AR2227 HISTORY & THEORY OF ARCHITECTURE I AR2524 SPATIAL COMPUTATIONAL THINKING

UNITS: 4

This course is the first of a two-part course introducing students to the history and theory of architecture and urban design. It is shaped around themes grouped by environmental features to emphasise the ways that societies have built in response to the landscapes, resources, and tools available to them. Covering almost two millennia of global architectural and urban history, the course begins in approximately 500 BCE, ending in approximately 1400 CE. The teaching material is presented to encourage comparative cross-readings of architectural history between geographies, societies, climates, cultures, religions, and socio-political registers.

UNITS: 4

Spatial computational thinking is increasingly recognised as fundamental to various spatial disciplines. It involves idea formulation, algorithm development and solution exploration, with a focus on manipulating geometric and semantic datasets. Students will learn to use parametric modelling tools to generate and analyse building elements at varying scales, and applying visual programming interfaces to develop and test complex algorithms. They will learn to structure their ideas as algorithmic procedures that integrate data structures, functions, and control flow. They will also gain familiarity with higher level computational concepts, such as decomposition, encapsulation and abstraction.

AR1328A ARCHITECTURAL MATERIALS AND CONSTRUCTION

UNITS: 4

The course introduces the basic concepts of construction technology, focusing on key materials use in building components and fundamental building system for the context of tropical climate. Properties of materials are discussed as technical strategies that will shape construction and architectural form. Connecting rigid and linear or planar materials will focus on timber and steel construction. Building with modular units and aggregation will address techniques of masonry and casting concrete. The knowledge of materials and their deployment in construction are vital in influencing the performance and

experience of architecture. Architectural design and the knowledge of materials as well as construction technology are interdependent. This integration of knowledge supports design exploration/development with both technical rationale and imagination. This foundational course provides the context to appreciate architectural tectonics and structure-related knowledge for AR2328A Architectural Tectonics and Structural Systems and AR3328 Architectural Structures and Forces.

_YEAR 2 SEMESTER 1_

AR2101 DESIGN 3 AGGREGATION, STRUCTURE, SPACE

UNITS: 8

This course investigates the architectural potentials of structure and space through the operation of aggregation— that is, the combination of architectural spaces, functions, and connective circulation systems. Students will propose architectural forms through the aggregation of volumetric programme components, creating a balance between repetition and singularity. They will grapple with the complexities of function and organisation in a variety of scaled spaces. They will also gain an understanding of material, gravity, and structure as foundational components and ordering systems of architecture and explore the interdigitation of these approaches in spacemaking.

Students will expand their representational techniques to include 3D projections and begin to incorporate the element of time. A repertoire of representational approaches that includes relevant drawing representation types such as hybrid or synthetic drawing that combined analytical information in the spatial, formal, organisational and tectonic aspects, will be introduced along with digital fabrication methods. These digital tools will be employed alongside and within advanced analogue techniques of model making.

Learning Objectives :

1. To understand and deploy the principles of structure (material, gravity, tectonics) as ordering elements in architecture.

2. To understand, design and deploy aggregation of volumetric elements as an ordering component of architecture, with scalar relationships of parts to the whole.

3. To understand and design spaces through the use of mass, form, voids and volumes.

4. To understand and deploy a design within a site that exerts its own influence on the massing and distribution of the architectural project.

5. To understand that design is a process, and the best outcomes are achieved through clear thinking and rigorous iteration.

6. To begin to understand the semester’s themes as values in architecture, and to formulate and articulate a position with respect to these values.

7. To develop and deploy advanced projective drawing and model making to communicate process, intentionality and research findings.

8. •To utilise digital drawing and making in a hybrid relationship with advanced analogue tools.

9. To incorporate research methodologies and critical thinking as part of the design process.

10. To articulate and present architectural ideas in concise and considered verbal, written, and performative presentations, and to engage critically in studio and review discussions.

Picture credit: Lee Jia En, Bryan

AR2228 HISTORY & THEORY OF ARCHITECTURE II

UNITS: 4

This course focuses on the role of Artificial Intelligence (AI) in our society. It will showcase AI’s current practical cum pending deployments. It examines how it can dramatically revolutionise our future society when combined with other innovations and digitalisation— in areas such as retail, manufacturing and service industries, national security, law enforcement, and the justice systems. Introduction of elementary underlying concepts will be via worksheet lab sessions and tutorials. Major topics include Deep Neural Networks and how learning systems have been evolving, AI under the Hood in High Level, Usage of AI, Economics of AI, Future of AI, Terminator Scenarios, Deployment Issues, and Trustworthy and Responsible AI.

AR2328A ARCHITECTURAL TECTONICS AND STRUCTURAL SYSTEMS

UNITS: 4

The course introduces the basic principles of tectonics in architecture by examining the physical properties of materials and its relationship with fabrication techniques and technology. Building components are presented as integrated systems. Tectonics is discussed as an expressive quality of architecture and structure achieved by materials, construction, and integration of building components. The course also addresses sustainability by considering the choice of materials, construction methods or strategies, waste management, and life cycle thinking. The objectives of the course are- First, to provide foundational construction knowledge essential for integrating building components to achieve the desired architectural objectives. Second, to

inculcate sustainability literacy shapes appropriate design decisions concerning the choice of materials, construction technique, building waste, and life cycle strategies. Third, to help students see the interdependence of architecture and construction in supporting technical imagination to achieve tectonic quality, an expressive potential of architecture, by considering construction strategies, techniques, and materiality integratively in the design process. Fourth, to foster an understand of the importance of making physical models and to establish a consistent relationship between architectural space, choice of materials, construction techniques, and the structural frame.

_YEAR 2 SEMESTER 2_ AR2102 DESIGN 4 ENVIRONMENT, CLIMATE, ENVELOPE

UNITS: 8

This course examines the boundaries of environment, climate, and architecture through the specifics of the envelope. Students will understand the gradient of atmospheric conditions between the interior and exterior, forms of atmospheric conditioning, and the design of climate in an expanse encompassing air, breeze, rain, dust, smells, and other contaminants. The contextual implications of hot and wet equatorial environments will be explored, and the value systems of environmental and sustainable designs examined within their long discursive histories. Students will expand their understanding of the site as a set of dynamic factors and processes—that influence or are influenced—by the act of architecture. Students will understand and deploy advanced digital simulations alongside analogue testing and projecting. They will expand representational methodologies and design processes to incorporate the invisible conditions of the atmosphere as a design medium that impacts the architecture of the built environment.

Learning Objectives :

1. To understand and critically deploy conditions of environment as a fundamental component of architecture.

2. To understand that environment extends the interpretation of the site to include dynamic processes and systems both natural and constructed, and that these impact design processes and outcomes and vice versa.

3. To understand climate as a complex and variable set of mediums that influence design.

4. To understand the envelope, as a site of exchange, in a range of positions from human to territorial scales, and to understand filtering as a component of architecture.

5. To develop collaborative skills and to critically engage with contradictory information and data in the design process.

6. To apply conceptual tools in design, making value and ethical judgments as to the material and resource consequences of decisions in the design process, relative to a larger understanding of climate and the environment.

7. To utilise advanced projective drawing and model making to communicate process and architectural iteration.

8. To utilise digital drawing, simulations and model making alongside advanced analogue tools and testing methodologies.

9. To organise and properly present research for design, and understand what constitutes design research.

10. To present architectural ideas in concise and considered verbal, written and performative presentations, utilising a wide range of mediums, and to engage critically in studio and review discussions.

Picture credit: David Quek Hao Meng and Zhang Xiaohan

IE2141 SYSTEMS THINKING AND DYNAMICS CDE2501 LIVEABLE CITIES

UNITS: 4

Using case studies of Singapore and other cities—through a system thinking lens—this course explores how cities are planned, developed, governed and managed to achieve liveable outcomes of quality of life, sustainable environment and a competitive economy. Thus, allowing us to understand the role(s) that urban systems professionals (urban policy makers, planners, architects, engineers, real estate consultants and managers) play in achieving an integrated way of liveable city outcomes, by combining their individual expertise in different disciplines.

UNITS: 4

Adopting an interdisciplinary approach that combines various design disciplines and scales with STS (Science, Technology and Society), this course examines the complex, shifting relationships between design, technology and society—historically from the 18th Century to the present. It begins with the emergence of the different fields of design—industrial, interior, architecture, landscape and urban during the 18th and 19th century, that arose in response to the first industrial revolution and the global reconfigurations of social relations of production and consumption. The course concludes by examining the current state of design and technology, in light of social, cultural and environmental challenges that defines the present era.

AR1329

CLIMATE, ECOLOGY AND ARCHITECTURE

UNITS: 4

The impact of the tropical climate on buildings results in various design strategies to minimise energy usage while increasing comfort. Here, different building typologies, functions, and occupancies—whether individual or collective—and related compactness are relevant. It discusses the impact of passive environmental design performance and synergy with the ecological system in achieving sustainable or regenerative objectives. Students will learn about degrees of applied technology and design complexity ranging from passive design strategies to integration of green solutions and embedding a design into the environment and potential reciprocity with the surroundings. In addition, material aspects like biobased materials, embedded energy, and circularity, and manufacturing processes like prefabrication and sourcing, will be explored.

Picture credit: David Quek Hao Meng and Zhang Xiaohan

_YEAR 3 SEMESTER 1_

AR3101 DESIGN 5 DENSITY, URBANISM, PUBLICNESS

UNITS: 8

This course explores urban considerations that influence the architectural project. Density and its relationship to building form, mass, and volume will also be understood in relation to broader questions of responsiveness to urbanism and public space. Urbanism and the massing of architectural form will be recognised as fundamental components of cities. The notion of publicness will be examined and integrated within the processes and outcomes of design in an urban context. Students will gain an understanding of the spatial implications of neighbourhoods, communities and socio-political relationships within and about space,

Learning Objectives :

1. To understand and critically deploy density in the configuration of architecture.

2. To understand and take a critical position on urbanism as influenced by the aggregation of architecture.

3. To understand publicness as a fundamental component of the city, seeing public space in relation to private space, and understanding the value of differences in how spaces (public, private and hybrid) are drawn up.

4. To further understand architecture as a series of relativities, for example, of the room relative to its

To participate in inquiry-based design, asking critical questions about the urban context, social issues and broader current affairs that influence the content and

To design with the conceptual tools to make value and

To fully explore an architectural concept and develop its architectural expression through criticism and

To utilise advanced projective drawing and model making to communicate the design processes and

To refine analogue and digital tools in the making of

To present architectural ideas in concise and considered verbal, written, and performative presentations utilising a wide range of mediums, and

Picture credit: Glen Ang Xun Zhe

AR3223 INTRODUCTION TO URBANISM

UNITS: 4

Students will be introduced to the foundation of what is Urbanism. The holistic knowledge analyses the study of relationships, interconnectedness and interdependencies between people in urban areas with the built environment. They will undertake a thorough examination of urban history, key theories, topics, design principles and practices related to urban design, urban planning and landscape design. They will also develop critical and analytical skills of reading, documenting, analysing and synthesising complex information on contemporary urban issues and conditions.

AR3328 ARCHITECTURAL STRUCTURES AND FORCES

UNITS: 4

This course introduces basic structural formulae and their relationship with structural analysis technology. Students will learn the structural properties of materials, the effects and properties of structural forces, structural systems, and their interfaces with building functions. It also examines issues of construction and assemblage in relation to selected building types and building systems. The premise for this course is that a strong grasp of architectural structures is fundamental for architecture students to become competent professionals capable of designing safe, functional, aesthetically pleasing, and sustainable buildings.

Picture credit: Lionel Lee

_YEAR 3 SEMESTER 2_ AR3102 DESIGN 6

SYSTEMS, COMPREHENSIVENESS, INTEGRATION

UNITS: 8

This programme aims to develop a high level of competence in comprehensive and integrated building design. The architectural whole is approached as a complex network of systems (of production, technology, infrastructure and so on), and in turn embedded within larger systems (of ecology, economy and so on). Under the guidance of their tutors, students will research and refine a conceptual system of concerns to be fully explored and developed in their architectural proposals. This entails a critical and nuanced understanding of architecture as a synthesis between constituent parts and their whole, resulting in the creation of a cohesive whole that is greater than the sum of its parts.

Students will sharpen their competence in research, design thinking, operational skills and communication. This semester is intended as a summation—demanding that students take informed design positions incorporating all 18 studio themes they have covered. As the conclusion of this foundational sequence, students are expected to show advanced architectural thinking that will form the basis for embarking on the Masters programme at DOA. They should deploy advanced and mature representational techniques to communicate architectural ideas. Design projects at this stage will also demand a holistic awareness of the issues related to the environment, climate, context, technologies and building.

Learning Objectives

1. To understand and critically manifest the comprehensive range of considerations that impact design thinking.

2. To understand and take a critical position on integration as a value system in architecture.

3. To understand architecture as a complex of systems and to explore possible future trajectories.

4. To design with conceptual tools to make value and ethical judgments on the respective roles of different systems in architectural design.

5. To fully explore an architectural concept and develop its architectural manifestation at all scales through a critical and rigorous iterative process.

6. To utilise advanced projective drawing and model making to communicate process and architectural iterations.

7. To utilise digital data, visualisations, and contemporary simulations in 2D, 3D, and 4D mediums, to make visible the complexities of architecture.

8. To incorporate research methodologies as part of the design process.

9. To communicate architectural ideas in concise and considered verbal, written, and performative presentations utilising a wide range of mediums, and to engage critically in studio and review discussions.

10. To begin to ask, scope and refine an architectural question beyond answering of a brief.

AR3722 SUSTAINABLE ENVIRONMENTAL SYSTEM

UNITS: 4

This course will provide students with an understanding of the concepts of environmental systems and their spatial requirements in an architectural context. The increasing need for the integration of building technologies within multidisciplinary projects in a modern construction environment will be addressed. The course first focuses on understanding how basic environmental systems or building services systems (mechanical, electrical, plumbing and drainage) are related to the building program and broader built environments. Codes of practice, such as fire safety, will also be addressed. Furthermore, renewable energy and water systems in architecture in the green building movement will be discussed.

PF1101 FUNDAMENTALS OF PROJECT MANAGEMENT

UNITS: 4

The course covers the fundamental concepts of project management, identifying nine broad project management knowledge areas. Students are given an introduction to theories relating to the management of project scope, time, costs, risks, quality, human resources, communications, and procurement. The overall integration of these eight knowledge areas and the management of externalities as the ninth project management knowledge area is also emphasised.

Picture credit: Emil Balthasar Tobias Dube

Picture credit: Ni Kechun (Amy)

Picture credit: Tan Wan Theng

Picture credit: Ryan Ho Zi Hao

Picture credit: Wang Jiun Mei (Maggie)

Picture credit: Terence Tan Jia Ren

_BA ARCH DESIGN STUDIO SEQUENCE_

Architectural design can be overwhelming in its complexity. To guide students’ learning and creative explorations, the six studios in the undergraduate design studio sequence are structured as deep dives into different facets of architecture. As each semester progresses, students gradually delve into a narrower breadth of considerations, while concurrently allowing for more opportunities in experimentation, exploration, and conceptual probing.

Design 1 introduces “Seeing, Thinking, Making” as a recurrent, non-linear process, equipping students with fundamentals of representation in architecture and understanding and processing visual information. In Design 2, students are guided by “Scale, Precedent, Context”, to design in three-dimensions, exploring the relationship between people and the spaces surrounding them, making small architectural components. Design 3, using “Aggregation, Structure, Space”, prompts the combining of courses to understand the relationship between parts and the whole. These three design studios are additionally characterised by a specific focus on equipping students with architectural literacy. Architecture is made through physical forms; “form” is therefore the architect’s language. The mastering of this language— whether writing, reading, or speaking it—is one of the non-negotiable foundational skills of the architect.

Through “Environment, Climate, Envelope”, Design 4 interrogates the interface between architecture and its environment, expanding the idea of the facade as a zone of negotiation between the building and the atmosphere around it. Design 5 then further expands upon this concept into the spaces and conditions between architectures, as “Density, Urbanism, Publicness” are investigated and unpacked. By Design 6, students tackle “Systems, Comprehensiveness, Integration” and are expected to produce design work that displays a holistic and cumulative understanding of the knowledge, skills, and thinking from the five studios prior.

Some fundamental concerns such as architectural form, site, programme, and the user, are not named as “themes” but are nonetheless ever present from studio to studio. The revisiting of these concepts each semester allows for an increase in sophistication and complexity as students progress through the years. These fundamental elements should be seen as dynamic rather than static or given. Furthermore, as students cover the different studio themes, they should gain an understanding that throughout, a thorough examination of these components, and their associated parameters, should be incorporated as part of the design process.

Ultimately, the 18 design themes are lenses through which allows them to investigate architectural seeing, thinking, and making. The following pages describe in more detail the directions of the six design studios for AY 2024/25.

Image Credits: Florian Heinzelmann and Chew Shi Cheng Christopher

_DESIGN 1_ _SEEING, THINKING, MAKING_

YONG SY LYNG

Design 1 Year Leader; Unit 1 Leader

NG SAN SON

Unit 2 Leader

TIMOTHY MATTHEW COLLINS

Unit 3 Leader

Architecture is created and articulated through architectonic and formal language akin to writers using words and sentences to convey a story or musicians using musical notation to express their compositions. Each formal languages arises within a broader philosophical, cultural, social, technological, and economic context, reflecting the zeitgeist of the era. With the advent of each new formal language, a new set of approaches (Seeing), architectural ideas (Thinking), and formal syntax (Making) is invented.

Seeing transcends mere looking. It involves rigorous research on the precedents and discerning reliable primary sources from the secondary ones. It also requires the close reading of the original drawings, models and texts by the authors without prejudice. Through in-depth study, it is possible to uncover differences and similarities between various organising formal vocabulary, grammar, geometry, concepts, spatial phenomenology, materials, techniques, and graphical representation methods, in relation to the larger context.

Thinking involves the analysis of precedents and one’s own design works. It includes evaluating, questioning and comparing the complex and often conflicting information gathered from one’s research or design iterations, in order to formulate jugements and determine the next step forward. Critical thinking is the core of all architectural design processes and the formulation of new conceptual frameworks.

Making is the creative synthesis of seeing and thinking. It is not just a simple application of learnt techniques but a rigorous process of experimentation with drawing, model making, prototyping and manipulation of materials. The making process, balancing both intuition and informed decision making, is essential for the creation of new forms and spaces. Drawings and models, both analogue and digital, are what architects make to envision the architecture, regardless of whether the design is eventually built by craftsmen or not.

Design 1 introduces students to a spectrum of critical formal languages, from ancient to contemporary, analogue to digital. It exposes them to a diverse ways of Seeing, Thinking, and Making, unveiling the iterative and non-linear nature of design processes. The primary goal is to equip students with the discernment to distinguish between architecture and mere functional buildings, while also imparting fundamental architectural techniques.

Image Credits: AR1101 AY21/22 student work from Sanya Dixit

_DESIGN 2_ _SCALE, PRECEDENT, CONTEXT_

LEE HUI LIAN

Design 2 Year Leader; Unit 1 Leader

ELAINE LEE WEI MEIN

Unit 2 Leader

JEROME NG XINHAO

Unit 3 Leader

Architecture is a continuous rigorous investigative process. A discipline that requires as much knowledge that crosses its own discipline and yet obey its own syntax, like any language. When its syntax is disrupted, it is what Peter Eisenmen calls – ‘distortion’. And how this ‘distortion’ is to be resolved, is the very essence of architectural development. It is this constant negotiation between internal programmatic pressures with external pressures that morphs the language of architecture.

While Scale, Precedent and Context are ubiquitous in all architectural developments and hence embody a broad definition, it is in the interest of Design 2 to scope and define the extent of impact and coverage that best identifies with this level - building the foundation from tangible conditions. Its respective complexities will evolve over the succeeding years with the inclusion of intangibles.

On Scale:

Scale is defined within the fundamentals that has immediate impact on the ‘self’ rather than its broader definition to the city and the world (referencing to diagram on the right). It involves the introduction to anthropometry, ie. how the body as an extension of itself relates to space and its immediate environment and vice-versa.On a more technical aspect, it is recognizing when to deploy the right scale of drawings to demonstrate the right amount of details, from design detailing on one end of the scale and site/location plan which includes the contextual environment or its relation to the world on the other end.

On Precedent:

Precedents are important as they form the basis of formal languages for architecture throughout its own respective evolution and negotiation through historical events, socio-cultural changes, technological shifts and political-economical changes in territories. Albeit a complex evolution, the introduction to the 20th-21st architectural languages shall provide the necessary vocabulary and ideas to form the basis for investigation and springboard into a project.

On Context:

Context in Design 2 is defined as tangible conditions that involve and impact the physical site directly. These include both static and dynamic forces afforded by its location; static forces like the immediate built environment, access, traffic flow etc. and dynamic forces like wind, rain and sun conditions. The broader non-tangible conditions affected and effected by its social, cultural, historical, technological, economical, or political context shall not be the focus for this level.

Image Credits: Lee May Anne

_DESIGN 3_ _AGGREGATION, STRUCTURE, SPACE_

LEE KIAN ENG, VICTOR

Design 3 Year Leader;

Unit 1 Leader

TIAH NAN CHYUAN

Unit 2 Leader

ADRIAN LAI

Unit 3 Leader

Design 3 is interested in the emergent forms of spatial and tectonic organisations that arise primarily from the interrogation of structure and space through aggregation.

Aggregation is by definition a group, body, or mass composed of distinct parts, the gathering of things together. An architecture of aggregation is made of an arrangement of unitised spaces, with a distinct formal character, organised in formation as a collective whole. In this Studio, we will define what the individual parts are, how they are brought together, and what they will be as aggregations.

The structure that defines the spaces of the individual units should relate intrinsically to its form, giving rise to possibilities for aggregation when units come together in similar or variations of itself. Through repetitions and additions, its individual qualities change and adjacencies should be considered, defining its outcome as a collective structure. Structure here, is seen as the structuring of a format or an order, rather than a purely load bearing function. It underscores the organizational, giving rise to novel ways of formal and tectonic compositions. Through aggregation, the key manifestation should be a compelling architectural outcome that demonstrates the intersection of such a structured spatiality.

The common theme of Collective Dwellings will serve as the programmatic vehicle of investigation. The nature of a dwelling is defined by its spaces for inhabitation in relation to the human scale and the activities it enables. The lessons learnt in Design 2 now come with an increased scope and complexity in architectural endeavor. With the aggregation of dwellings, the relationship of the individual and the collective, the interplay of singularity and repetition, is critical. Issues of size, scale and type, as well as basic needs such as access to light, ventilation, views, privacy etc. are fundamental. Interactions at the individual unit level, as well as the relationships made at the collective level will be key.

The pedagogical focus for Design 3 will extend from the earlier approaches of Seeing, Thinking, Making in Year 1 to the design processes developed through the Units framework across three different urban sites in the city. Each unit will offer a specific focus for investigating critical methods of aggregation. This will range from Unit 1’s form-driven, outcomeled self-referencing cuboid aggregations, to Unit 2’s aggregation via sectional investigation of positive and negative inversions; and finally, Unit 3’s process-driven operational-artistic exploration of composition, configuration, and complication in architectural aggregations.

Image Credits: Tibet/China Border by Yuma_A (source : socialfoto.tumblr.com)

_DESIGN 4_ _ENVIRONMENT,

CLIMATE, ENVELOPE_

FLORIAN HEINZELMANN

Design 4 Year Leader; Unit 1 Leader

ERIK L’HEUREUX

Unit 2 Leader

SHIN YOKOO

Unit 3 Leader

Design 4 will be a hands-on studio where students will research, design, build; and more importantly evaluate envelopes as a response and in dialogue with tropical climatic conditions. The pedagogical aim is for students to develop an understanding and gain experiences on several levels.

Firstly, students should learn about certain practical issues and tectonics in combination with material and geometry properties, directly leading to performative results—whether they are related to structure, durability or the microclimate. Secondly, by building a prototype that (re)acts on or alters the climatic conditions internally and externally, students will receive first-hand feedback for further design iterations. It also creates credibility through proof of concept. Thirdly, it is important to learn how to mediate between quantitative (the measurable performance aspects) and qualitative design aspects, since the outcome may clash with the design intent through a conflict of design parameters at times. In other instances, an unintended and unbiased design quality will emerge solely from experimentation through ‘thinking by doing’; which, once discovered, can be synthesised, and become part of the larger design system. Finally, the importance of training strategic planning processes will allow students to acquire skillsets related the knowledge of sourcing materials, manufacturing prototypes, and transporting the prototype to various locations for testing.

The studio brief intends to focus on the physically obtainable and verifiable, while discovering qualitative aspects through the process of design exploration. In the end, when the quantitative fails, a building’s functionality may be compromised—rendering it unusable; and concurrently leading to the qualitative aspects losing their shine, and the original design intent becomes meaningless. Hence, architectural design invariably encompasses both quantitative and qualitative aspects. The fundamental question for this studio, then is: How can one successfully achieve both a bottom-up design exploration approach within the framework of top-down project planning?

Image Credits: Close up of kinetic façade apertures at Institut du Monde Arabe by Architecture-Studio and Jean Nouvel, Paris, 1987. Photo by Florian Heinzelmann, 2008

_DESIGN 5_ _DENSITY, URBANISM, PUBLICNESS_

WU YEN YEN

Design 5 Year Leader;

Unit 1 Leader

FEDERICO SIMONE RUBERTO

Unit 2 Leader

JACQUELINE YEO

Unit 3 Leader

Design 5 introduces ways of looking at architecture posited in the city, asking and defining the role buildings play when situated within a larger, messy urbanism made up of energy and labour exchanges, climatic and transport flux, bureaucratic, community and capitalistic balances. Tangible dimensions like form, density, scale and volume weigh equally alongside intangible conditions that involve policies, heritage-culture and unequal public-private relations around ownership of public space. Testing architecture within these larger contexts manifests contestations between multiple factors, and students are invited to respond and understand consequences that are brought to the foreground between their formal prototypical architectural insertions and the built/un-built environment around. Students are guided to appreciate their prototypical interventions, when designed and applied as a system, can become a wide-reaching and impactful stakeholder in the city, rather than architecture as esoteric, individual responses.

From this perspective, strategically co-coordinated architecture is augmented into sizable networks that can challenge existing city-planning paradigms and define new ones speaking to our issues of choice, such as a constant urban renewal and densification, place-space making and social equity. Architecture becomes agents of change in the re-distribution of rights; an advocate and champion for ownership (or a sense of) and civicness.

Design 5 approaches the investigation of architecture in the urban city in different stages. Firstly, through learning, applying, then innovating research in site analyses, students learn to apply means and methods of documenting, hard and soft aspects of urbanism found through conceptual lens such as edges and boundaries, demographics and sensorial thresholds etc. Second, these cognitive mapping documentation can extend to the formal-social-cultural forces that inform them, and subsequently in turn, induce opportunities of new dynamic relationships brought about through operative and/or programmatic interventions. Third, through design, studios innovate acupuncture-like prototypical interfaces in a pedagogical pairing of formal component vehicles /probes and issues spotlighted in each of the 3 unit briefs. Lastly, rounding a comprehension of these insertions in the city as these ultimately settle into a self-regulating environment of constant negotiations. Particularly in Singapore, where constant urban renewal and intensification occur at paced speeds, we invite students to speculate the lasting impacts of their projects as forward projections of new urban relations and hence, a new type of urbanism. To close the loop by way of introspection, cause and effect, come full circle where projects end with a series of documented mapping that validate their architectural responses.

Image Credits: Photo by John T on Unsplash

_DESIGN 6_ _SYSTEMS, COMPREHENSIVENESS,_ _INTEGRATION_

CHAW CHIH WEN

Design 6 Year Leader, Unit 1 Leader

ADRIAN LAI

Unit 2 Leader

WU YEN YEN

Unit 3 Leader

Design 6 invites students to re-evaluate the role of systems in the increasingly complex field of Architecture by reconsidering the cartesian mode of thinking where systems tend to become reductive, thereby counterproductive to our creative endeavours. Instead, if we align ourselves with the trans-disciplinary ambitions put forth by Ludwig von Bertalanffy in his more fluid General System Theory, novel outcomes could emerge when several apparently isolated parts/ sub systems interact to form more complex unexpected behaviours as a collective.

Folding this back into Architecture, we see parallels with Christopher Alexander’s “Systems Generating Systems”, where he urges us to consider two ideas embedded in the word “System”:

1. A System as a “whole” is not an object. Rather it is a holistic and abstract way of looking at an object as an emergent system.

2. A Generating System is a kit of inter-scalar parts/sub systems with rules governing how they may interact. These parts/sub systems could also be located on the periphery of design and in our case, beyond the normative tangible considerations of Architecture.

Concluding these two ideas, Alexander suggest that a novel piece of design can never be reached through a summative process of solving design problems in a procedural manner. Neither can it be achieved through a comprehensive knowledge of its parts without the knowledge of how they interact.

The final and perhaps the most intriguing point in this piece of writing is Alexandar’s proclamation that every “System as a whole” is generated by a Generating System. Therefore, if we wish to design things as “wholes”, it is imperative that the creation process involves the invention of Generating Systems. This not only suggests a move beyond the categorical thinking and stratification of building systems, it implies a transformative scope for Architects where we depart from a mere manipulator or passive organiser of apriori systems to a designer of Generating Systems for emergent systems. Systems become a form of seeing and making. This recalibration forms the launching point for Design 6.

Image Credits: Marcus Guo Mai Yang

_BA ARCH_ _DESIGN STUDIO_ _FACULTY**_

_AR1101A_ _DESIGN 1_ _AR1102_ _DESIGN 2_

_YEAR LEADER/UNIT LEADER (YL/UL)___________________

YONG SY LYNG

B Arch (The Cooper Union), BA Arch Studies (National University of Singapore); Registered Architect, Singapore

_UNIT LEADERS (UL)__________________________________

NG SAN SON

M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

TIMOTHY MATTHEW COLLINS

MArch II (Syracuse University), BArch (The Cooper Union for the Advancement of Science and Art)

_STUDIO LEADERS (SL)_______________________________

NG WILLIAM

M Arch, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

TAN JIA YU, FIONA

M Arch (The Bartlett UCL); BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

FREDRICK CHANDO KIM

PhD (EPFL); M Arch (Harvard Graduate School of Design); BS Art & Design (Massachusetts Institute of Technology)

ISABELLA ONG

M Arch (The Bartlett UCL); BA Architecture (National University of Singapore)

CHEANG JINGWEN, STACY

M Arch, BA Arch Studies (National University of Singapore), Registered Architect, Singapore

GYN KONG

M Arch, BA Arch Studies (National University of Singapore)

_YEAR LEADER/UNIT LEADER (YL/UL)___________________

LEE HUI LIAN

M Arch, B Arch Studies (National University of Singapore); Registered Architect, Singapore

_UNIT LEADERS (UL)__________________________________

ELAINE LEE WEI MEIN

M Arch, BA Arch Studies (National University of Singapore)

JEROME NG XINHAO

M Arch (ARB/RIBA Part II) (The Bartlett UCL), Architecture BSc (UCL), BFA Visc Comm (ADM, NTU)

_STUDIO LEADERS (SL)_______________________________

TIMOTHY MATTHEW COLLINS

MArch II (Syracuse University in Florence, Italy), BArch (The Cooper Union for the Advancement of Science and Art)

FONG HOO CHEONG

B Arch (Hons), BA Arch Studies (National University of Singapore), Dip Illum Des (Sydney University); GMAP, MSIA, Registered Architect, Singapore

NG WILLIAM

M Arch, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

YONG SY LYNG

B Arch (The Cooper Union), BA Arch Studies (National University of Singapore); Registered Architect, Singapore

ISABELLE SONG JEONGYOON

M Arch (Yale School of Architecture); BA in Architecture (Princeton University)

EVY SUTJAHJO

M Arch, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

_TEACHING TRAINEE (TT)_____________________________

MUHAMMAD AKMAL BIN MOKSIN

M Arch, BA Architecture (National University of Singapore)

_TEACHING TRAINEE (TT)_____________________________

LIU HENG

M Arch, BA Architecture (National University of Singapore)

_AR2101_ _DESIGN 3_ _AR2102_ _DESIGN 4_

_YEAR LEADER/UNIT LEADER (YL/UL)___________________

LEE KIAN ENG, VICTOR

Adjunct Assistant Professor; AA Dip (Architectural Association), BA Arch Studies (National University of Singapore); MSIA, ARB, Registered Architect, Singapore and the UK

_UNIT LEADERS (UL)__________________________________

ADRIAN LAI

Adjunct Assistant Professor; AA Dip (Architectural Association), BA Arch Studies (National University of Singapore); MSIA, ARB Registered Architect, Singapore and the UK

TIAH NAN CHYUAN

Adjunct Assistant Professor; AA Dip (Architectural Association), BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

_STUDIO LEADERS (SL)_______________________________

SHIN YOKOO

Senior Lecturer; PhD (Tokyo University of Science), M Eng, B Eng (Tokai University); Registered Architect, Japan

SHINYA OKUDA

Associate Professor; M Eng, B Eng (Kyoto Institute of Technology); Registered Architect, Japan and the Netherlands

CHAW CHIH WEN

Adjunct Assistant Professor; M Arch, B Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

NEO SEI HWA

Adjunct Associate Professor; B Arch, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

LEE HUI LIAN

M Arch, B Arch Studies (National University of Singapore); Registered Architect, Singapore

CHAN WAI KIN

B Arch (University of Melbourne); Registered Architect, Singapore

JEROME NG XINHAO

M Arch (ARB/RIBA Part II) (The Bartlett UCL), Architecture BSc (UCL), BFA Visc Comm (ADM, NTU)

THAM WAI HON

M Arch, BA Arch Studies (National University of Singapore)

YANG HAN

M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

ISABELLE SONG JEONGYOON

M Arch (Yale School of Architecture), BA in Architecture (Princeton University)

KHAIRUDIN SAHAROM

M Arch (National University of Singapore); MSIA, Registered Architect, Singapore

_TEACHING TRAINEE (TT)_____________________________

LIU HENG

M Arch, BA Architecture (National University of Singapore)

_YEAR LEADER/UNIT LEADER (YL/UL)___________________

FLORIAN HEINZELMANN

Associate Professor in Practice; PhD (Eindhoven University of Technology), M Arch (Berlage Institute), Dipl-Ing (Munich University of Applied Sciences); Registered Architect, the Netherlands

_UNIT LEADERS (UL)__________________________________

ERIK GERARD L’HEUREUX

Dean’s Chair Associate Professor; PhD (RMIT University), M Arch (Princeton University), BA Arch (Washington University in St. Louis); FAIA, Registered Architect, New York and Rhode Island, USA, MSIA, Registered Architect, Singapore; LEED AP BD+C, NCARB

SHIN YOKOO

Senior Lecturer; PhD (Tokyo University of Science), M Eng, B Eng (Tokai University); Registered Architect, Japan

_STUDIO LEADERS (SL)_______________________________

HUAY WEN JUN

M Arch, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

RONALD LIM

M Arch (Yale University), BA (Wesleyan University); MSIA, RIBA, Registered Architect, Singapore

LEE KIAN ENG, VICTOR

Adjunct Assistant Professor; AA Dip, BA Arch Studies (National University of Singapore); MSIA, ARB, Registered Architect, Singapore and the UK

TIAH NAN CHYUAN

Adjunct Assistant Professor; AA Dip, BA Arch (National University of Singapore); MSIA, Registered Architect, Singapore

ROY PANG PING JING

B Arch (RMIT University); GMM, UDA, DfSP, MSIA, Registered Architect, Singapore

WU HUEI SIANG

M Arch (National University of Singapore); MSIA, Registered Architect, Singapore

KEVIN LIM

AA Dip (Architectural Association), BA Architecture (National University of Singapore); IGBC

THAM WAI HON

M Arch, BA Arch Studies (National University of Singapore)

YANG HAN

M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

YUAN CHAO

Associate Professor; PhD (Chinese University of Hong Kong); M Arch (Beijing University of Civil Engineering & Architecture); KTCP (Massachusetts Institute of Technology)

_TEACHING TRAINEE (TT)_____________________________

MUHAMMAD AKMAL BIN MOKSIN

M Arch, BA Architecture (National University of Singapore)

_YEAR LEADER/UNIT LEADER (YL/UL)___________________

WU YEN YEN

Adjunct Assistant Professor; M Arch (Columbia University), BA Arch Studies (National University of Singapore); Green Mark AP, MSIA, Registered Architect, Singapore

_UNIT LEADERS (UL)__________________________________

FEDERICO SIMONE RUBERTO

Senior Lecturer; BA Architecture Programme Director; PhD Philosophy, Art and Critical Thought (The European Graduate School); MSc Architecture, BSc Architecture (Politecnico di Milano)

JACQUELINE YEO

AA Dip (Architectural Association), BA Arch Studies (National University of Singapore); ARB, Registered Architect, Singapore and UK

_STUDIO LEADERS (SL)_______________________________

ZDRAVKO TRIVIC

Assistant Professor; PhD (National University of Singapore), Dip Eng Arch (University of Belgrade, Serbia)

WONG CHONG THAI, BOBBY

Adjunct Associate Professor; Dip Arch (Aberdeen), MDesS (Harvard); MSIA, Registered Architect Singapore

FRANÇOIS BLANCIAK

Associate Professor; PhD, M Arch (University of Tokyo), DPLG (École Nationale Supérieure d’Architecture de Grenoble); Registered Architect, France

CHRISTO MEYER

PG Dip PP (RIBA Part III) (University College London), PG Dip Arch (RIBA Part II) (London South Bank University), BA Arch Studies (RIBA Part I) (University of the Free State); ARB, RIBA, Registered Architect, UK

ROY PANG PING JING

B Arch (RMIT University); GMM, UDA, DfSP, MSIA, Registered Architect, Singapore

RONALD LIM

M Arch (Yale University), BA (Wesleyan University); MSIA, RIBA, Registered Architect, Singapore

LEE TAT HAUR

M Eng Arch (Tokyo Institute of Technology), B Arch (RMIT University); MSIA, Registered Architect, Singapore

SEAN CHIA

M Arch (Harvard Graduate School of Design); BA Architecture (National University of Singapore); MAIA

CHU LIK REN

B Arch (National University of Singapore); Registered Architect, Singapore

_YEAR LEADER/UNIT LEADER (YL/UL)___________________

CHAW CHIH WEN

Adjunct Assistant Professor; M Arch, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

_UNIT

LEADERS

(UL)__________________________________

MUHAMMAD AKMAL BIN MOKSIN M Arch, BA Architecture (National University of Singapore)

ADRIAN LAI

Adjunct Assistant Professor; AA Dip (Architectural Association), BA Arch Studies (National University of Singapore); MSIA, ARB Registered Architect, Singapore and the UK

WU YEN YEN

Adjunct Assistant Professor; M Arch (Columbia University), BA Arch Studies (National University of Singapore); Green Mark AP, MSIA, Registered Architect, Singapore

_STUDIO LEADERS (SL)_______________________________

PAN YI CHENG

AA Dip (Hons.) (Architectural Association); MSIA, Registered Architect, Singapore

JOSEPH LIM EE MAN

Associate Professor; PhD (Heriot-Watt University), MSc (University of Strathclyde), B Arch (National University of Singapore); MSIA, Registered Architect, Singapore

CHRISTO MEYER

NG SAN SON

M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

WONG KER HOW

M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

JACQUELINE YEO

AA Dip (Architectural Association), BA Arch Studies (National University of Singapore); ARB, Registered Architect, Singapore and UK

CHEAH KOK MING

Vice Dean (Academic), Associate Professor; B Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

TAN JIA YU, FIONA

M Arch (The Bartlett UCL); BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

SEAN CHIA

M Arch (Harvard Graduate School of Design); BA Architecture (National University of Singapore); MAIA

PETER SIM

Adjunct Assistant Professor; B Arch (Hons), BA Arch Studies (National University of Singapore); ARB, Registered Architect, UK

CHAN WAI KIN

B Arch (University of Melbourne); Registered Architect, Singapore

_TEACHING TRAINEE (TT)_____________________________

LIU HENG

M Arch, BA Architecture (National University of Singapore)

Picture credit: Richard Edrick

Orientation

_DESIGN STUDIO REVIEW CALENDAR_

3 26—30 Aug ‘24

4 2—6 Sep ‘24 5 9—13 Sep ‘24

_AY2024/25**_

3 27—31 Jan ‘25

4 3—7 Feb ‘25

5 10—14 Feb ‘25

BA Arch Year 2: Interim Review 1 (Mon)

BA Arch Year 1: Interim Review 1 (Thu)

(Thu)

BA Arch Year 2: Interim Review 2 (Mon)

BA Arch Year 1: Interim Review 2 (Thu)

BA Arch Year 3: Interim Review 2 (Thu)

_EVENTS & GUEST LECTURES_

EMERGENT SYSTEMS: AN EXHIBITION OF DESIGN 6 STUDIO WORKS

15—17 May ‘24

HELICONIA & CASSIA BALLROOM, MARINA BAY SANDS

20 May—10 Jun ‘24

NUS SDE 1 LEVEL 1 EXHIBITION HALL

“Emergent Systems: An Exhibition of Design 6 Studio Works ” is a public exhibition of the BA(Arch) Year 3 student’s Design 6 Studio works. This year, students are invited to re-evaluate the role of systems in the increasingly complex field of architecture where a siloed approach is becoming irrelevant. The exhibition will display the works of students across three different units, each with a method of inquiry to test out the systems being explored.

The works can be seen as not only a culmination of a 13-week design studio but the cumulative knowledge students have gained from Design 1 – Design 5.

Curated by: Adj. Asst. Prof. Chaw Chih Wen Muhammad Syafiq Bin Muhamad Ayyoob

Organised by: Archifest 2024

NUS Department of Architecture

LANDSCAPE ARCHITECTURE GRADUATION EXHIBITION FOR CLASS 2024

17 May—16 Jun ‘24

NUS SDE3 LEVEL 4 BARREL ROOM

The Landscape Architecture Graduation Exhibition features the work of both Master and Bachelor students and we are thrilled to share their projects with you. This year, we proudly present the first cohort of MLA students who have completed an independent design thesis project, as well as the second graduating cohort of BLA students since the establishment of the programme in 2020.

The projects delve into advanced research and design topics that define our times, from issues of waste and consumption, landscape infrastructures, and climate change to encounters with more than humans and experiential qualities of landscapes.

Organised by: NUS Department of Architecture

FORM FOLLOWS CLIMATE: DESIGNING CLIMATERESILIENT SCHOOLS

13 May—11 Oct ‘24

MOE Heritage Centre @MOEHQ Balestier

Research in science and technology over the past century have led to improvements in the overall quality of living, from better public health services, alleviating food precarity to enhancing human comfort within our built environment. The key attribution here is a more profound appreciation of our relationship with the natural and built environment, through exercising greater intentionality when working with environmental systems. Particular to the Singaporean context on the equator, weather does not exist—at least not in the temperate sense— as the consistency of the equatorial climate operates in a narrow bracket of temperature, humidity, and passing storms; These climatic conditions describe a more refined set of design principles for equatorial architectural envelope. An instance of this would be the architecture of nine sophomore projects from the Department of Architecture, National University of Singapore (NUS), which seeks to elucidate this architectural envelope within the context of educational architecture— qualitatively and quantitatively experimenting with the built form of nine selected primary and secondary educational institutions.

Curated by: Assoc. Prof. Florian Heinzelmann Lee Yik Heng

Organised by: NUS Department of Architecture

MOE Infrastructure & Facilities Services

MOE Heritage Centre

THE LIVING HERITAGE THROUGH RELIGIOUS ARCHITECTURE AND ITS TRANSFORMATION

6—16 May ‘24

NUS SDE 1 LEVEL 2 EXHIBITION HALL

The Living Heritage through Religious Architecture and Its Transformation Exhibition is presented to you by Dr Imran Tajudeen, together with NUS Master of Arts in Architectural Conservation (MAArC) students, as part of their course module—AR5958D Critical Heritage Approach to Conservation and Place.

This exhibition comprises four religious sites in Singapore: The Cathedral of the Good Shepherd, the Church of St. Teresa, Nagore Dargah, and the Habib Nuh Mausoleum and Haji Muhammad Salleh Mosque Complex, focusing on their history of construction, conservation, relationship to its neighbourhood, and the role of communities in its continued growth, significance, and value.

Curated by: Dr Imran Tajudeen

Organised by: National Heritage Board

Singapore Heritage Fest

NUS Department of Architecture

AFLOAT: THE SHIFTING LANDSCAPES OF DELOS

15 Mar—12 Apr ‘24

NUS University Hall

Erieta Attali is a fine art landscape and architecture photographer, academic and author. For the past thirty years her photographic work is expanding from Eurasia to Australia and the Americas. Her unconventional photography is based on a working method drawn from her experience in archaeology and fine art photography. Her current research is focused on the Archaeological Sites of Delos and Olympia. Attali is the author of several photography books and the recipient of prestigious awards. Attali together with the Japanese architect Kengo Kuma have co-authored the newly released book “Mirror in the Mirror” published by Hartmann Books, Stuttgart, 2024.

Curated by: Erieta Attali

Organised by: NUS Department of Architecture

Embassy of Greece

CDG Architects with Ofsite

NUS MASTER OF ARCHITECTURE GRADUATION SHOW

2024

7—25 Jul ‘24

URA Centre

The Graduation Show is an annual celebration of students’ efforts and collaboration with their thesis advisors and the faculty. The exhibition theme of this year’s graduation show is Continuum: a coherent whole characterized as a collection, sequence, or progression of values or elements varying by minute degrees.

Organised by: NUS Department of Architecture

COMPUTATIONAL DESIGN (OPTIMISATION) FOR EARLYSTAGE ARCHITECTURAL DESIGN EXPLORATION

Speaker: Wang Likai

NAVIGATING DESIGN GOALS BASED ON FORMAL KNOWLEDGE, ARTIFICIAL INTELLIGENCE AND HUMAN EXPERIENCE

Speaker: Pieter Herthogs

VANISHING SHANGHAI ON GENTRIFICATION, COMMUNITY AND IDENTITY

Speaker: Hisham Youssef

STRATEGIES OF COEXISTENCE

Speaker: Bianca Maria Rinaldi

ADVANCING SUSTAINABILITY IN THE BUILT ENVIRONMENT VIA INTELLIGENT AND PASSIVE STRATEGIES

Speaker: John Calautit

LCK 30 BY 2030: A NEW TYPOLOGY FOR FOOD AND URBAN RESILIENCY

Speaker: Leonard Ng Seow Ling Png

SUSTAINABLE ARCHITECTURE AND CONSTRUCTION THROUGH COMPUTATIONAL DESIGN FOR DIGITAL FABRICATION

Speaker: Charmaine Ng

ARTIFICIAL INTELLIGENCE FOR ENVIRONMENTALLY RESPONSIVE BUILDINGS

Speaker: Elence Xinzhu Chen

DEEP ARCHITECTURAL FORM: TOWARDS A MACHINE UNDERSTANDING OF ARCHITECTURE

Speaker: Frederick Chando Kim

THE EQUITY AND SUSTAINABILITY DILEMMA OF PRIVATE VEHICLES: INTERNATIONAL AND INTERDISCIPLINARY PERSPECTIVES

Speaker: Li Shengxiao (Alex)

URBAN STRATEGY: DIGITAL TWINS & AI FOR LIVABLE AND RESILIENT CITIES

Speaker: Jeroen Borst

FINDING BEAUTY IN OUR ROOTS 傳 + 家

Speaker: Yao Jen Xiang

THE VISIBLE AND THE INVISIBLE Speaker: Kris Yao

DESIGN TECHNOLOGY FOR A BETTER URBAN LIVING ENVIRONMENT

Speaker: Qi Jinda

THERMAL RESILIENCE - AN INTERDISCIPLINARY DISCUSSION ON HEAT, SOCIETY, AND ENVIRONMENT

Speaker: Sarah Besky Jason Lee Wong Nyuk Hien

OPPORTUNITIES AND CHALLENGES IN GEOSPATIAL AI

Speaker: Song Gao

BETWEEN CAPRICORN & CANCER

Speaker: Assoc. Prof. Florian Heinzelmann Daliana Suryawinata

_ONG SIEW MAY PROFESSORSHIP________ _ IN ARCHITECTURE (FOR AY2023/24)___

HITOSHI ABE

Professor, University of California, Los Angeles (UCLA); Director of Paul I. and Hisako Terasaki Center for Japanese Studies; Terasaki Chair for contemporary Japanese study

_OTHER VISITING PROFESSORS__________ _(FOR AY2023/24)_______________________

VICTORIA JANE MARSHALL

Senior Lecturer; MLA Programme Director

ASMA KHAWATMI

Visiting Associate Professor; MAUD Programme Director

MARK JEFFREY MCDONNELL

Visiting Associate Professor

_EXTERNAL REVIEWERS_________________________________________________________ _(FOR AY2023/24)_______________________________________________________________

Over the course of each academic year, DOA also invites leading international practitioners and experts in the field to serve as external reviewers.

_BA ARCH EXTERNAL REVIEWERS________ _AY2023/24 SEMESTER 1________________

EUNICE SENG

Founding Principal, SKEW Collaborative; Associate Professor, University of Hong Kong

RENE TAN

Co-founder, RT+Q Architects Pte Ltd; Adjunct Associate Professor, National University of Singapore (DoA)

CARLOS BAÑÓN

Co-founder, SubarquitecturaArchitects Spain; Associate Professor, Singapore University of Technology and Design

YEO YIH HSIU

Director, SCSY Studio

TAN KOK HIANG

Professor in Practice, National University of Singapore (DoA); Founding Director, Forum Architects Pte Ltd

_M ARCH EXTERNAL REVIEWERS_________ _AY2023/24 SEMESTER 1________________

MERVE BEDIR

Postdoctoral Researcher, Critical Media Lab

THOMAS TSANG

Associate Professor, M Arch Programme Director, HKU Department of Architecture

SEAH CHEE KIEN

Senior Managing Director, RSP

Architects Singapore

CHRISTINE YOGIAMAN

Assistant Professor, Singapore University of Technology and Design (SUTD)

_BA ARCH EXTERNAL REVIEWERS________ _AY2023/24 SEMESTER 2________________

EUNICE SENG

Founding Principal, SKEW Collaborative; Associate Professor, University of Hong Kong

YEO YIH HSIU Director, SCSY Studio

EVA CASTRO

Co-founder, FormAxioms lab; Professor of Practice, Singapore University of Technology and Design (SUTD)

WONG KER HOW

Founding Partner, Asolidplan

_M ARCH EXTERNAL REVIEWERS_________ _AY2023/24 SEMESTER 2________________

FARIS AKBAR HAJAMAIDEEN

Director of Architecture and Built Environment (ABE), Singapore Polytechnic

KO SHIOU HEE

Founding Principal, K2LD Architects

PETER ORTNER

M Arch & PhD Programme Coordinator, Singapore University of Technology and Design (SUTD)

CHRISTINA THEAN Director, Parks + Associates

Picture credit: The Architectural Society (TAS)

_STUDENT EXCHANGE PROGRAMMES (SEP)_

NUS DOA aims to make the most of Singapore’s strategic location and its networks to prepare our graduates to engage in the global practice of design. We create opportunities for our students to enhance their academic experience and cultural exposure through our extensive list of Student Exchange Programmes (SEP)* with leading architecture and industrial design schools.

We have in place various school-level and department-level exchange programmes with the following universities:

• Budapest University of Technology and Economics

• Chalmers University of Technology

• Chinese University of Hong Kong

• Chongqing University

• Cornell University, College of Agriculture and Life Sciences

• Chulalongkorn University

• Cracow University of Technology

• Czech Technical University in Prague

• Delft University of Technology

• Ecole Speciale d’Architecture

• Eindhoven University of Technology

• ETH Zurich

• Ewha Woman’s University

• Georgia Institute of Technology

• Hanyang University (Erica Campus), HYU

• Kyoto Institute of Technology

• Lund University

_SUMMER PROGRAMME_

_DESIGN SUMMER CAMP

• McGill University

• Meiji University

• National Cheng Kung University

• Polytechnic University of Turin

• Technical University of Munich

• The University of California

• The University of Hawaii, Manoa

• The University of Hong Kong

• The University of Navarra

• The University of New South Wales

• The University of Seoul

• The University of Sheffield

• The University of Strathclyde

• The University of Waterloo

• Tianjin University

• Tongji University

• Tsinghua University

• Tunghai University

• UIC Barcelona

• Yonsei University

• Zhejiang University

*List of SEP partner university refreshes each semester within the academic year

(DSC)_____________________________________________________________________________

Design Summer Camp (DSC) is a three-week programme at the DOA, open to anyone from Junior Colleges and above, including university students* and working professionals who are interested to learn about Design Education. This studiobased programme offers an immersive experience that allows individuals without prior background, to engage and experience conceptual approaches and develop skills relevant to the design profession.

Website: https://cde.nus.edu.sg/arch/designsummercamp/ Instagram: @designsummercamp Enquries: designsummercamp@nus.edu.sg

*Students already matriculated into the BA Arch programme are not eligible to participate in this camp.

Picture credit: Design Summer Camp (DSC)

_CONTACTS_

NATIONAL UNIVERSITY OF SINGAPORE

DEPARTMENT OF ARCHITECTURE (DOA)

Address NUS College of Design and Engineering 4 Architecture Drive Singapore 117566

Telephone +65 6516 8736

Website https://cde.nus.edu.sg/arch/ Facebook www.facebook.com/nus.aki

For more information on our programmes and on the DOA in general, please feel free to get in touch with the following persons:

DEPARTMENT UPDATES, ADMISSIONS AND GENERAL ENQUIRIES

Email: askdoa@nus.edu.sg

STUDENTS ENROLLED IN BA ARCH PROGRAMME

BA Arch Teaching Trainee: LIU Heng liuheng@nus.edu.sg

Muhammad Akmal BIN MOKSIN akmal@nus.edu.sg

Management Assistant Officer (Academic): CHUA Lay Peng Lyn akiclp@nus.edu.sg

STUDENTS ENROLLED IN M ARCH PROGRAMME

M Arch Teaching Trainee: Cindy KOO Xin Yu cindykoo@nus.edu.sg

Management Assistant Officer (Academic): Jason CHONG Woon Siong akicws@nus.edu.sg

Senior Executive: Vhaishnavi D/O V SELVARAJAH vhaish30@nus.edu.sg

ACKNOWLEDGEMENTS

Advised by Assoc. Prof. Thomas KONG Assoc. Prof. CHEAH Kok Ming WONG Foong Foong Alicia

Edited by Dr. Federico Simone RUBERTO LEE Yik Heng

BA Arch Programme Handbook AY2024-25

BACHELORS OF ARTS IN ARCHITECTURE (HONOURS)

_CONTENTS**_

_DEPARTMENT OF ARCHITECTURE_ _HEAD’S MESSAGE**_

_BACHELOR OF ARTS IN ARCHITECTURE_ _PROGRAMME

DIRECTOR’S MESSAGE**_

_BA ARCH_ _PROGRAMME_ _OVERVIEW**_

BA ARCH

M ARCH

BA ARCH YEAR 4 (GENERAL/DESIGN TRACK)

BA ARCH YEAR 3

BA ARCH YEAR 4 (GENERAL/DESIGN TRACK)

ARCH YEAR 3

BA ARCH YEAR 4 (GENERAL/DESIGN TRACK)

_BA ARCH (HONS.) PROGRAMME_ _(YEAR 1 TO YEAR 4)**_

_YEAR 1 SEMESTER 1_

AR1101A DESIGN 1 SEEING, THINKING, MAKING

Learning Objectives

EG1311 DESIGN AND MAKE

_YEAR 1 SEMESTER 2_

AR1102 DESIGN 2 SCALE, PRECEDENT, CONTEXT

AR2227 HISTORY & THEORY OF ARCHITECTURE I AR2524 SPATIAL COMPUTATIONAL THINKING

AR1328A ARCHITECTURAL MATERIALS AND CONSTRUCTION

_YEAR 2 SEMESTER 1_

AR2101 DESIGN 3 AGGREGATION, STRUCTURE, SPACE

AR2228 HISTORY & THEORY OF ARCHITECTURE II

AR2328A ARCHITECTURAL TECTONICS AND STRUCTURAL SYSTEMS

_YEAR 2 SEMESTER 2_ AR2102 DESIGN 4 ENVIRONMENT, CLIMATE, ENVELOPE

IE2141 SYSTEMS THINKING AND DYNAMICS CDE2501 LIVEABLE CITIES

AR1329

CLIMATE, ECOLOGY AND ARCHITECTURE

_YEAR 3 SEMESTER 1_

AR3101 DESIGN 5 DENSITY, URBANISM, PUBLICNESS

AR3223 INTRODUCTION TO URBANISM

AR3328 ARCHITECTURAL STRUCTURES AND FORCES

_YEAR 3 SEMESTER 2_ AR3102 DESIGN 6

SYSTEMS, COMPREHENSIVENESS, INTEGRATION

Learning Objectives

AR3722 SUSTAINABLE ENVIRONMENTAL SYSTEM

UNITS: 4

PF1101 FUNDAMENTALS OF PROJECT MANAGEMENT

UNITS: 4

_BA ARCH DESIGN STUDIO SEQUENCE_

_DESIGN 1_ _SEEING, THINKING, MAKING_

_DESIGN 2_ _SCALE, PRECEDENT, CONTEXT_

_DESIGN 3_ _AGGREGATION, STRUCTURE, SPACE_

_DESIGN 4_ _ENVIRONMENT,

CLIMATE, ENVELOPE_

_DESIGN 5_ _DENSITY, URBANISM, PUBLICNESS_

_DESIGN 6_ _SYSTEMS, COMPREHENSIVENESS,_ _INTEGRATION_

_BA ARCH_ _DESIGN STUDIO_ _FACULTY**_

_AR1101A_ _DESIGN 1**_ _AR1102_ _DESIGN 2**_

_UNIT LEADERS (UL)__________________________________

_UNIT LEADERS (UL)__________________________________

_STUDIO LEADERS (SL)_______________________________

_AR2101_ _DESIGN 3**_ _AR2102_ _DESIGN 4**_

LEADERS

_DESIGN STUDIO REVIEW CALENDAR_

_AY2024/25**_

_EVENTS & GUEST LECTURES_

_STUDENT EXCHANGE PROGRAMMES (SEP)_

_SUMMER PROGRAMME_

_DESIGN SUMMER CAMP

_CONTACTS_

_AR1101A_ _DESIGN 1_ _AR1102_ _DESIGN 2_

_AR2101_ _DESIGN 3_ _AR2102_ _DESIGN 4_