D E S IG N 2: S C A L E, P R E C E D E N T, C O N T E X T
Tsuto Sakamoto
“Architecture at every stage of its existence—from design through
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construction to occupation—is buffered by external forces. Other people, circumstances, and external events often intervene to upset the
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architect’s best laid plans. These forces are, to greater or lesser extent,
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beyond the direct control of the architect.” – Jeremy Till
Tan Beng Kiang
In his book, Architecture Depends, Jeremy Till argues that architecture
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depends more on various forces that condition it from the outside, than on its own internal logic or on the ideal often described as “what the architect wants”. Furthermore, he proposes that architects open their minds to this dependence, viewing it not as a threat, but as an opportunity for a creative practice. As emphasised in his discussion, one of the most important attitudes and skills that architecture students must develop, is the ability and willingness to recognise these external forces, and to establish productive relationships between design and the external forces that bear upon it. Design 2 aims to explore these thoughts through the three foci of scale, precedent and context, and invites students to recognise other conditions, things and forces, and establish relationships between these externalities and the design. Applying size as a parameter, scale allows the architect to compare a designed architectural component with a human being, surrounding objects and the broader environment. The scrutiny of precedent, grasping its significance and applying and adapting it as appropriate to the circumstances, provides additional powerful ideas towards establishing a relationship with the surroundings. Finally, the architect’s response to both the tangible and intangible context, including the surrounding built environment, the natural setting, lifestyle patterns and cultural characteristics, can also become a vehicle for design innovation. Although it is important for students to learn and accept standards and norms within the three focus areas mentioned above (such as anthropometry, graphical standards and so forth), it would be counterproductive if they do so without critical thinking. Students will be encouraged to think critically through a process of thorough research on the subject matter, including a formal and spatial examination through 2D and 3D drawings and physical models, and examination of any clear and convincing expression of the idea. Through thoughtful consideration of scale, precedent and context, Design 2 will induct students into a rigorous design process that leads them to design innovation. Image by Modern Affliction on Unsplash
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