M.Arch Programme Brochure (2021-2022) by NUS Department of Architecture

S T U DIO S E Q U E N C E

BA ARCH

F O U N D AT IO N D E S IG N

AY 21—2 2

Picture credit: Ong Ker-Shing

S T U DIO S E Q U E N C E

BA ARCH

F O U N D AT IO N D E S IG N

BAC H ELO R O F A RTS IN A RC HITEC T U RE PROGRAMME AY 21 - 22 Department of Architecture School of Design & Environment

BAC H ELO R O F A RTS IN A RC HITEC TU RE PROGRAMME AY 21 - 22 Department of Architecture School of Design & Environment

C O N T E N TS

Picture credit: Melinda Kumala

H E A D’S M E S S A G E 4 B A C H E LO R O F A R T S IN A R C H I T EC T U R E P R O G R A M M E DIR EC T O R’S M E S S A G E 5

B A A R C H P R O G R A M M E O V E R V IE W 6

T H E P R O G R A M M E (AY 2 02 0/21 C O H O R T A N D E A R L IE R) 8 T H E P R O G R A M M E (AY 2 021/2 2 C O H O R T O N W A R D S) 12

YEAR 1 SEM ESTER 1 20

YEAR 1 SEM ESTER 2 22

Y E A R 2 S E M E S T E R 1 24 Y E A R 2 S E M E S T E R 2 26 Y E A R 3 S E M E S T E R 1 2 8 Y E A R 3 S E M E S T E R 2 3 0 D E SIG N S T U DIO S EQ U E N C E 3 4 D E SIG N 1 : S E E IN G, T H IN K IN G, M A K IN G 36 D E SIG N 2 : S C A L E, P R EC E D E N T, C O N T E X T 3 8

D E SIG N 3 : A G G R EG AT IO N, S T R U C T U R E, S PA C E 4 0

D E SIG N 4 : E N V IR O N M E N T, C L I M AT E, E N V E LO P E 42

D E SIG N 5 : D E N SI T Y, U R B A N IS M, P U B L IC N E S S 4 4

D E SIG N 6 : S YS T E M S, C O M P R E H E N SI V E N E S S, IN T EG R AT IO N 4 6

R E S E A R C H C LU S T E R S 4 8 D E SIG N S T U DIO FA C U LT Y 5 0 D E SIG N S T U DIO R E V IE W C A L E N D A R 5 4

E V E N T S & G U E S T L EC T U R E S 5 6

V ISI T IN G P R O F E S S O R S & B A A R C H E X T E R N A L R E V IE W E R S 5 8

S T U D E N T E XC H A N G E P R O G R A M M E S (S E P) & S U M M E R P R O G R A M M E 59 C O N TA C T 6 0

H E A D’S M E S S A G E

BAC H ELO R O F A RTS IN A RC HITEC T U R E P R O G R A M M E DI R E C T O R’S M E S S A G E

I am delighted to welcome you, either as new or returning

As we begin this education journey with you, we have

Your architectural education might begin at NUS

Within each level, tutors will teach design through

students, to NUS Department of Architecture (DOA). With

worked to achieve better clarity in our studio direction

Department of Architecture, but it will not end when

different methodologies. This is a benefit of membership

the pandemic still raging, this new Academic Year (AY)

and pedagogy. Our programmes focus on design, which

you graduate. Those of you who do go on to practise

in a large and diverse school, with many studios per

will continue to be disruptive and a great challenge to us

we see as evidence-based problem solving skills that

architecture will find this especially true. For the best in

level. You will have a wide exposure to varied modes of

all. Renovations of SDE3 are still on-going, and hopefully

has the potential to transcend the confines of everyday

our field, the learning never stops.

thinking and working. You will be encouraged to develop a

we will be able to move back to SDE3 towards the end of

experience. The required modules in our programmes

AY2021/22. In the meantime, our studios will continue

open doors to different domains of knowledge, which

At the DOA, what we provide our undergraduates is not

what architecture is, what it can and should do, and what

to be scattered with hot desking arrangements. I hope

in turn inform design decisions. The elective modules

an exhaustive download of disciplinary knowledge (which

you might, as a future architect, contribute to it. We value

we can persevere and adapt to the studio condition with

further expand and enrich students’ knowledge in their

would be impossible in any case); but rather, a strong

an exploratory culture, with each studio approaching

COVID-19 safety guidelines and measures. Regardless of

chosen topics of interest. By creating and navigating

foundation in architectural thinking. Our programme takes

design via thoughtful and energetic iterative processes.

the disruption, we at DOA, pledge to do our best to deliver

a path through the entire curriculum, you will then be

students through a different design studio each semester,

an excellent learning experience for you, as you journey

empowered to pursue your own aspirations and interests

providing a deep dive into different facets of architecture.

While we will teach the curriculum detailed in the

with us through the year. The pandemic has led us to

in architecture.

Studios cover 18 curated themes—sorted into six levels of

following pages, you will also be expected to play an active

three related topics each— selected to build a paradigm,

role in your education, and to learn more than what we

question a number of the essential values at the heart of

personal—and intellectually robust—critical position as to

how we operate in society, such as gatherings, community,

The values that we champion in our programmes relate

from which allows students the opportunity to see and

teach. Our programme requires that you take ownership

work and living patterns, nature, technology, and digital

both to architectural and spatial form, and pertain to

think like an architect. Learning will be cumulative,

of your own learning to fully exploit this environment of

capacity. These values are, and should be, expressed in

current social conditions, environmental responsibility,

experiential, and augmented through a thorough

opportunities. You will be expected to acquire and hone

spatial terms, which you shall explore this year.

well-being and health, urban liveability, memory and

immersion in the culture of the design studio.

both hard and soft skills along the way through your own

identity, and relationship with nature. At this moment,

effort. Just as you will learn to use technical tools such

AY2021/22 also marks the beginning of a common

these issues are particularly relevant, poignant and ripe

Certain fundamental aspects of architecture—such as

as AutoCAD or Rhino, you will also develop essential soft

curriculum structure for the undergraduate degree,

for reflection, research, re-affirmation, and redefinition.

programme, site and form—will not appear as individual

skills like collaboration, stamina, grit, and resilience. You

designed for the School of Design and Environment

A number of design studios planned for the new academic

themes, but will instead be explored in all studios, at all

will also learn to present, debate and refine your design

and Faculty of Engineering. This new approach

year are addressing these issues directly, and we await

levels. Grappling with these fundamental elements will

work, and strengthen a mindset of circumspection beyond

to undergraduate education aims to focus on

with anticipation the innovative answers and outcomes

increase in sophistication and complexity as you progress

simple notions of “right” and “wrong”.

interdisciplinary learning and allows students to craft

that they will generate.

through the years, with an opportunity to synthesise your

multiple pathways in their education and future careers.

knowledge and thinking in the final semester’s project.

With this, an architectural education at the DOA will not

Architecture education has often been interdisciplinary;

We are turning the coming year’s challenges into

only prepare students for professional practice, but will—

however, the new curriculum will usher in a structural

opportunities for robust spatial responses to future

perhaps more importantly—foster a generation of critical,

approach to undergraduate education to prepare you for

conditions. However, we are also mindful of the mental

creative, and articulate thinkers.

a fast-changing world in the future. You will be exposed

challenges the coming year might bring to your studies.

to fundamental modules that will offer exposure in

We care about your well-being and we are open to meet

professional skills, values, methodology and pedagogy in

and help you, should you face stressful situations during

O N G K E R-S HIN G

design and engineering. In the upper years, you will also be

your studies. I invite you to come talk with me and we can

Associate Professor in Practice

able to pick up some minors or a second major, which will

face the issues together. I am confident that we will rise

Bachelor of Arts in Architecture Programme Director

enhance your career resilience. While the new curriculum

above our challenges and work to create design solutions

is applicable to first year students, we will also take the

that will address pertinent issues of importance for

opportunity to assess our curriculum, and make changes

current and future communities. My colleagues and I,

to the structure and learning outcomes of different

look forward to working together with you, and bringing

modules.

our passion, creativity and intelligence together with yours, in this education journey. I wish you an exciting and rewarding new academic year.

H O P U AY P E N G Professor and Head of Department

BA A RC H PR O G R A M M E OV ERVIE W

Picture credit: Ryan Quah & Ye Ganghua

THE PROGRAMME

(AY 2 02 0/21 C O H O R T A N D E A R L I E R)

The Bachelor of Arts in Architecture is a four-year programme comprising three years of design studio and other essential modules, with a fourth year of architectural theory and electives. The final year can be concurrently registered with the first year of the two-year Master of Architecture programme for those who opt to continue—and who are accepted—into the Masters programme under the concurrent degree track. During the first three years, students progress through six 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 design challenges hands-on, and are responsible to find their own critical and creative approach to solving given design problems. At the same time, students take essential modules within the DOA that are calibrated to the studio level they are at. These modules complement the learning objectives and outcomes of the design studio sequence. This foundation programme is set within a liberal arts education model. Besides the studio time and other essential modules mentioned above, students can also choose amongst unrestricted modules within NUS DOA’s programmes. This allows them to align their design education with their own areas of specific interest. Students also have the option to take general education university modules outside the DOA, expanding their worldviews and boundaries beyond the confines of the discipline. Ultimately, students are encouraged to draw on expertise and knowledge both within the Department and across the University. A wide range of opportunities, combined with the depth and breadth of both discipline-specific and general education training, prepares students for a Picture credit: Samuel Tan

complex and multivariate future—as influential citizens and thought leaders within the field of architecture and beyond. The following pages describe the design studio themes and other essential modules for Years 1-4. Refer to the diagram on pages 10 & 11.

THE PROGRAMME

Picture credit: Gregory Wong & Clarabelle Pun

(AY 2 021 /2 2 C O H O R T O N W A R D S)

The Bachelor of Arts in Architecture is a four-year programme comprising three years of design studio and other essential modules, with a fourth year of electives. The final year can be concurrently registered with the first year of the two-year Master of Architecture programme for those who opt to continue—and who are accepted— into the Masters programme under the concurrent degree track. This is the first year introducing a new undergraduate curriculum in the School of Design and Engineering (SDE) and Faculty of Engineering (FOE), that opens up many more pathways that accommodate a wide range of second majors, minors and specialisation. During the first three years, students progress through six 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 design challenges hands-on, and are responsible to find their own critical and creative approach to solving given design problems. At the same time, students take additional modules for their Major Requirements within the DOA, modules within Picture credit: Eldon Ng

the Common Curriculum offered by both the SDE and FOE, General Education modules and modules in Unrestricted Electives anywhere in the University. The Major and Common modules are calibrated to the studio level they are at. 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 areas of specific interests. A wide range of opportunities, combined with the depth and breadth of both discipline-specific and general education training, prepares students for a complex and multivariate future—as influential citizens and thought leaders within the field of architecture and beyond. The key changes for this cohort are the addition of Common Curriculum and General Education modules that are designed to provide students with broad foundational knowledge, whilst being calibrated to the Major modules including design studios. Year 4 for the General Programme is now provided with curriculum space for electives. The following pages describe the design studio themes and other essential modules for Years 1-4. Refer to the diagram on pages 14 & 15.

P O S S I B L E A C A D E M IC PAT H W AY S In the new academic year starting August 2021, students enrolling in the SDE and FOE can seamlessly take courses from both schools to develop competencies across different fields. This is made possible via the new Common Curriculum structure, which enables students in both schools to enjoy greater choice, breadth and flexibility in charting their learning journeys. SDE and FOE students will be able to take new interdisciplinary modules, which will be specially designed and offered through the Common Curriculum.

The following are examples of possible academic pathways for a minor, second major or specialisations for BA Arch students at the DOA. For more information on the available minors and second majors, please refer to the following link: https://www.nus.edu.sg/registrar/academic-informationpolicies/undergraduate-students/special-programmes

The following are sample pathways, and the 2 Specialisations are subjected to changes/approval.

YEAR 1 SEMESTER 1 A R 1101 D E S IG N 1: S E E I N G, T H I N K I N G, M A K I N G

D E SIG N S T U DIO

CORE MODULES

AR2224

AR1327

IDEAS AND APPROACHES IN DESIGN

STRUCTURAL PRINCIPLES

Modular credits: 4

To understand perception, scale, space, form,

Basic concepts and approaches to architecture as a

A basic overview of structural principles in architectural

proportion and composition.

practice and discipline will be introduced. Students

design will be given. Students will look at the effects

To understand and deploy line weight, line type,

will examine the place of “vocabulary” and “ideas” in

and properties of structural forces, structural systems

and graphic composition to produce structure and

the historical development of the field, as well as in

and their interfaces with building functions in served

hierarchy in the visual field.

an analysis of architectural work. They will gain an

and servant spaces. They will also examine issues of

To understand and be able to make plan, section,

understanding of architecture as a special category of

construction and assemblage, in relation to special

elevation, perspective, and sketched and scaled

man-made objects, informed by ideas, social contexts

building types and building systems.

axonometric drawings.

and intellectual processes. Concepts such as periods,

To understand and make models as fundamental

styles and language will be introduced, as well as critical

mediums of design thinking and as part of the

approaches to evaluating architectural works. Finally,

design process.

the relevance of architecture to current issues like

To understand the difference between

sustainability, subjectivity, identity and meaning,

drawing, sketching, and model making. Students will learn

representation, abstraction and transformation in the

will be explored.

basic drawing techniques and skills, including line weight,

architectural process.

Modular credits: 8 / 4 This key foundation module is an introduction to

Learning Objectives: 1.

basic design concepts and methodologies, as well as representational techniques specific to seeing,

between seeing, thinking and making. 2.

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

line type, scale, and the projective techniques of plan,

To understand the non-directional relationship

To understand architectural representation as

Philip Wang

Tsuto Sakamoto

necessarily a mixed mode employing mixed media,

section, elevation, perspective and axonometric drawing.

and that the “whole picture” can only be formed through the concurrent use of multiple methods.

Students will also be introduced to ways of understanding and responding to information and data, and the

To be able to read information and data and translate

abstraction of architectural ideas in the production of

it into analogue architectural ideas, drawings and

architectural drawings and 3D scale models. They will

models, whilst engaging critically with the process.

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.

DTK1234A

EG1311

DESIGN THINKING

DESIGN AND MAKE

Modular credits: 4

In this module, students use design principles to develop

This module covers the fundamentals of engineering

their creative potential, and practise design thinking

design and prototyping. Students will learn design

using a people-centered approach to solve problems and

principles and tools through lectures and engage in

create new possibilities. Through practical activities,

experiential learning through group design projects.

students will discover tools and mindsets that guide them

A stage-based design process will be covered.

in navigating ambiguity in a creative process, observing

Students will develop their skills in eliciting user

and learning from others in unfamiliar contexts, and

needs, ideating solutions, and making prototypes to

generating and experimenting with ideas quickly. While

demonstrate their ideas.

students draw on design thinking as a personal creative skillset, they will also value the impact of design that

Jason Ku

affords people the opportunity and privilege to shape the world that they, and others, inhabit. DTK1234A is a variant module of DTK1234, co-taught by design studio tutors. Learning objectives are applied to address spatial issues via projects undertaken in AR1101. Hans Tan Donn Koh

YEAR 1 SEMESTER 2 A R 1102 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

Modular credits: 8 This module will build on AR1101 by focusing on the

and transformation of precedent in architectural design 3.

component that impacts design outcomes within the built and natural environment. This module will enhance students’ use of different

4. 5.

mediums and graphic communication, with an introduction to complex 2D and 3D projections at scale, as

AR1328

HISTORY & THEORY OF WESTERN ARCHITECTURE

THE TROPICAL ENVELOPE

Modular credits: 4

human figure.

This module covers the production and historical

The constructional and environmental design strategies

To understand and transform precedent as a

development of architecture and architectural ideas

that shape the architectural envelope in a tropical climate

vehicle for design innovation.

in Europe and North America. This would span the

are of clear relevance both in our region, and in an era of

To understand and integrate context in the

Classical Greek and Roman periods, the various revivals,

heightened awareness of global warming. Students will

conception of design.

the Arts and Crafts movements, and the modern and

gain an understanding of these strategies, and examine

To understand and begin to describe and

contemporary eras. Students will be exposed to the

how the architect’s choice of construction materials

communicate spatial qualities.

various historical trajectories of architectural thought,

and methods impacts passive environmental design

To understand and produce projective drawings

with lectures structured thematically to assist them in

performance. The interdependence between design and

in scale.

making connections between these different periods of

technique or technology will also be emphasised.

To understand and deploy a design method to

architectural innovation and transformation.

To understand and deploy dimensions, scale and proportion in relationship to context and the

precedent and context. Students will be introduced to 3D

processes, and gain an understanding of context as a

well as the use of digital and analogue tools. Students will

structure the design process, making visible

learn to combine representational tools to illustrate their

the transformational processes in drawing and

Cheah Kok Ming Wong Yunn Chii / Will Davis

Swinal Samant Ravindranath

CREATING NARRATIVES

AR2524

Modular credits: 4

SPATIAL COMPUTATIONAL THINKING

model making.

design method(s). They will also delve deeper into the use of 3D models as part of the design process.

CORE MODULES

AR2222

Learning objectives:

development of three foundational design skills: scale, complexities and relationships of scale, discover the use

D E SIG N S T U DIO

To understand and deploy line weight/type, scale and graphic hierarchies to communicate

Expanding on what they have learnt the previous

information and design intention, and to understand

semester, students will employ various visual mediums

and deploy materials in model making to communicate design intent.

as part of the design process, and as a tool to present, defend and refine their ideas on architecture.

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

Studio projects will also begin to wrestle with certain fundamental issues in architecture: site, programme, circulation, organisation of public and private zones,

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

10. To present architectural ideas in concise and

Modular credits: 4 This pillar aims to help students communicate competently and confidently in the various professional

Spatial computational thinking is increasingly being

communication situations they encounter. This will

recognised as fundamental to various spatial disciplines.

employ thoughtful, rigorous approaches to form-making,

be done through rigorous and critical analyses of

It involves idea formulation, algorithm development

understanding this to be the language through which

communicative forms, as well as applications of the

and solution exploration, with a focus on manipulating

architects create spatial experiences.

principles of effective communication. Students will

geometric and semantic datasets. Students will learn to

also develop an understanding of how their identities are

use parametric modelling tools to generate and analyse

shaped by their communication practices.

building elements at varying scales, applying visual

and the differing requirements of users. Students will

considered visual and verbal presentations.

programming interfaces to allow complex algorithms to be developed and tested. 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. Patrick Janssen

YEAR 2 SEMESTER 1 A R 2101 D E S IG N 3: A G G R E G AT IO N, S T R U C T U R E, S PA C E

Modular credits: 8

Learning Objectives:

This module investigates the architectural potentials

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

of structure and space through the operation of

in architecture.

aggregation—that is, the combination of architectural spaces, functions, and connective circulation systems.

D E SIG N S T U DIO

To understand, design and deploy aggregation of

Students will propose architectural forms through the

volumetric elements as an ordering component of

aggregation of volumetric programme components,

architecture, with scalar relationships of parts to the whole.

creating a balance between repetition and singularity. They will grapple with the complexities of function and

gain an understanding of material, gravity, and structure

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

organisation in a variety of scaled spaces. They will also 4.

To understand and deploy a design within a site

as foundational components and ordering systems of

that exerts its own influence on the massing and

architecture and explore the interdigitation of these

distribution of the architectural project.

approaches in space-making.

CORE MODULES

AR2221 HISTORY & THEORY OF SOUTHEAST ASIAN ARCHITECTURE Modular credits: 4

AR2327 ARCHITECTURAL TECTONICS Modular credits: 4

This class will provide an overview of various topics connected with the history and theory of Southeast Asian architecture and urbanism. Students will explore these topics, examining them through the frames of history and geography. They will be introduced to the idea that history is as much about the present and the future as it is about the past, for the present is but a sedimentation of the past—or multiple pasts—and the future will be shaped by the present. Secondly, that geography or place matters. While history provides the temporal context for understanding ourselves and the worlds around us, geography situates our understanding in place. Also, a place should not be seen as an insular space, but rather one that is connected to, and constituted of, various threads that link it to other places and their histories.

Architectural form is a result of construction, structure and materiality. Construction and architectural engineering also operate symbiotically with developments in structural theory. This module will examine materials and construction techniques within different environmental and climatic conditions, and apply rules of structural engineering in explaining architectural forms. Different construction principles will be explained and the possibilities for sustainable solutions explored. Lectures will be accompanied by hands-on assignments on structural and design logic, delving into important aspects of architectural construction and building structures, and providing a basic understanding of construction and structural systems needed in architectural design. Shin Yokoo

Chang Jiat Hwee

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

Students will expand their representational techniques to include 3D projections and begin to incorporate the

To begin to understand the semester’s themes

element of time. Colour, collage, and an expansive

as values in architecture, and to formulate and

repertoire of representational approaches will be

articulate a position with respect to these values.

introduced along with digital fabrication methods.

intentionality and research findings.

advanced analogue techniques of model making. 8.

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

HS1501 ARTIFICIAL INTELLIGENCE & SOCIETY Modular credits: 4

The module introduces the basic principles of construction in architecture by examining the physical properties of materials and its relationship with fabrication techniques & technology. Building components are presented as integrated systems. Tectonics is discussed as an expressive quality of architecture & structure, achieved by materials, construction and integration of building components. The module also addresses sustainability by considering the choice of materials, construction methods or strategies, waste management and life cycle thinking.

This course focuses on the role of Artificial Intelligence (AI) in our society. It will showcase AI’s practical cum pending deployments, and examines when combined with other innovations and digitalisation—how it can dramatically revolutionise our future society 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.

To develop and deploy advanced projective drawing and model making to communicate process,

These digital tools will be employed alongside and within

AR2328 ARCHITECTURAL CONSTRUCTION & TECTONICS Modular credits: 4

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.

Shin Yokoo

EE2211 INTRODUCTION TO MACHINE LEARNING Modular credits: 4

CHS / CDE

This module introduces students to various machine learning concepts and applications, and the mathematical tools needed to understand them. Topics include supervised and unsupervised machine learning techniques, optimisation, overfitting, regularisation, cross-validation and evaluation metrics. The mathematical tools include basic topics in probability and statistics, linear algebra, and optimisation. These concepts will be illustrated through various machine learning techniques and examples, such as forecasting population growth, classifying spam or nonspam e-mail or predicting heart disease.

CHS / CDE

YEAR 2 SEMESTER 2 A R 2102 D E S IG N 4: E N V I R O N M E N T, C L I M AT E, E N V E L O P E

Modular credits: 8

Learning objectives:

This module examines the boundaries of environment,

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

climate, and architecture through the specifics of the 2.

To understand that environment extends the

forms of atmospheric conditioning, and the design of

understanding of the site to include dynamic

climate in an expanse encompassing air, breeze, rain,

processes and systems both natural and constructed,

dust, smells, and other contaminants. The contextual

and that these impact design processes and 3. 4.

Spatial computational thinking is increasingly being 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, applying visual programming interfaces to allow complex algorithms to be developed and tested. 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.

Yuan Chao

Patrick Janssen

To understand the envelope, as a site of exchange, in a range of positions from human to territorial scales,

influence, or are influenced, by the act of architecture.

and to understand filtering as a component of architecture. 5.

To develop collaborative skills and to critically engage with contradictory information and data in

simulations alongside analogue testing and projecting.

the design process.

They will expand representational methodologies and design processes to incorporate the invisible conditions

This class will delve into topics related to ecological and sustainable architecture, focusing on environmental issues as they apply to design. Basic technical knowledge of energy, water and materials will be covered in the context of how buildings operate. Students will also learn to incorporate practical consideration of these factors in generating design solutions.

To understand climate as a complex and variable set

the site as a set of dynamic factors and processes that

Students will understand and deploy advanced digital

AR2524 SPATIAL COMPUTATIONAL THINKING Modular credits: 4

of mediums that influence design.

sustainable designs examined within their long discursive histories. Students will expand their understanding of

AR2723 STRATEGIES FOR SUSTAINABLE ARCHITECTURE Modular credits: 4

outcomes and vice versa.

implications of hot and wet equatorial environments will be explored, and the value systems of environmental and

CORE MODULES

of architecture.

envelope. Students will understand the gradient of atmospheric conditions between the interior and exterior,

D E SIG N S T U DIO

To apply conceptual tools in design, making value and

of the atmosphere as a design medium that impacts the

ethical judgments as to the material and resource

architecture of the built environment.

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.

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

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

AR1329 CLIMATE, ECOLOGY & ARCHITECTURE Modular credits: 4 The impact of the tropical climate on buildings results in various design strategies for envelopes to minimise energy usage while increasing comfort. Here, different building typologies, functions and occupancies be it individual or collective are relevant. It discusses the impact of passive environmental design, performances, and synergies with ecological systems, to achieve sustainable and/or regenerative objectives. Students will learn about degrees of applied technology and design complexity ranging from passive design strategies to integration of plants; 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 looked at.

DESIGN, TECHNOLOGY, SOCIETY Modular credits: 4 Taking an interdisciplinary approach—combining the various disciplines and scales of design with STS (Science, Technology and Society) —this module explores the complex, shifting relationships between design, technology, and society historically from the eighteenth century to the present. It starts with the emergence of the different fields of design—industrial, interior, architecture, landscape, and urban—during the eighteenth and nineteenth centuries in response to the first industrial revolution and the global reconfigurations of the social relations of production and consumption. It ends with thinking about design and technology today in face of defining social, cultural and environmental challenges of the present. Will Davis

Florian Heinzelmann

presentations, utilising a wide range of mediums, and to engage critically in studio and review discussions.

IE2141 SYSTEMS THINKING & DYNAMICS Modular credits: 4 The module aims to introduce students to the fundamental concepts and underlying principles of system thinking, design and dynamics. It will provide students with an understanding of systems thinking and applying systems dynamics modelling to describe and simulate real world problems. At the end of the course, students should possess the necessary knowledge and abilities to define, analyse, design, and develop a system dynamics model that simulates a specific problem and recommend solutions for different scenarios.

CDE

YEAR 3 SEMESTER 1 A R 3101 D E S IG N 5: D E N S I T Y, U R B A N I S M, P U B L IC N E S S

D E SIG N S T U DIO

AR3223

EG2501

INTRODUCTION TO URBANISM

LIVEABLE CITIES

Modular credits: 4

To understand and take a critical position on

Students will be introduced to a foundational and holistic

Using case studies of Singapore and other cities—

also be understood in relation to broader questions of

urbanism as influenced by the aggregation of

knowledge and understanding of urbanism as the study

through a systems thinking lens—this module explores

responsiveness to urbanism and public space. Urbanism

architecture.

of relationships between people in urban areas with the

how cities are planned, developed, governed and

To understand publicness as a fundamental

built environment. They will take a comprehensive look at

managed to achieve liveable outcomes of quality of life,

as a fundamental component of cities. The notion of

component of the city, seeing public space in relation

urban history, key theories, topics, design principles

sustainable environment and a competitive economy.

publicness will be examined and integrated within the

to private space, and understanding the value of

and practices related to urban design, urban planning

Thus allowing us to understand the role(s) that urban

processes and outcomes of design in an urban context.

differences in how spaces (public, private and hybrid)

and landscape design. They will also develop critical and

systems professionals, like urban policy makers, planners,

Students will gain an understanding of the spatial

are drawn up.

analytical skills of reading, documenting, analysing and

architects, engineers, real estate consultants and

Modular credits: 8 This module explores urban considerations that

Learning objectives:

CORE MODULES

the configuration of architecture.

bear upon the architectural project. Density and its relationship to building form, mass, and volume will

and the massing of architectural form will be understood

To understand and critically deploy density in

To further understand architecture as a series of

synthesising complex information on contemporary urban

managers, play in achieving an integrated way of liveable

political relationships within and about space, whether

relativities; for example, of the room relative to its

issues and conditions.

city outcomes, by combining their individual expertise in

real or implied.

building, the building to its context, and vice versa.

implications of neighbourhoods, communities and socio-

To participate in inquiry-based design, asking critical questions about the urban context, social issues and

different disciplines. Zdravko Trivic Khoo Teng Chye

broader current affairs that influence the content and form of the city. 6.

To design with the conceptual tools to make value and ethical judgments on spaces within and about the city.

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

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

To refine analogue and digital tools in the making of architectural ideas.

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.

YEAR 3 SEMESTER 2 A R 3102 D E S IG N 6: S Y S T E M S, C O M P R E H E N S I V E N E S S, I N T E G R AT IO N

Modular credits: 8

Learning objectives:

This programme aims to develop a high level of

D E SIG N S T U DIO

CORE MODULES

AR3721 ENVIRONMENTAL SYSTEM MODELLING

To understand and critically manifest the

Modular credits: 4

comprehensive range of considerations that impact

competence in comprehensive and integrated building

design thinking.

Students will be provided with an understanding of the

To understand and take a critical position on

concepts of active environmental systems (or building

integration as a value system in architecture.

services systems) and their spatial requirement in the

To understand architecture as a complex of systems

design process, so that they can apply and integrate them

and to explore possible future trajectories.

in an architectural context. The course will also contribute

To design with conceptual tools to make value and

to the development of different perspectives through

developed in their architectural proposals. This involves

ethical judgments on the respective roles of different

building information modeling, and through teaching

a critical and nuanced understanding of architecture as a

systems in architectural design.

students to design from different points of view or to

To fully explore an architectural concept and develop

apply different design considerations or systems.

design, where the architectural whole is approached as a complex of systems (of production, technology,

infrastructure and so on), 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

synthesis between constituent parts and their whole, and

its architectural manifestation at all scales through a

the creation of a whole that is greater than the sum of its parts. 6.

Lau Siu Kit, Eddie

To utilise advanced projective drawing and

Patrick Janssen

model making to communicate process and

Students will sharpen their competence in research,

architectural iterations.

design thinking, operational skills and communication. This semester is intended as a summation, demanding

critical and rigorous iterative process.

To utilise digital data, visualisations, and

that students take informed design positions

contemporary simulations in 2D, 3D, and 4D

incorporating all 18 studio themes they have covered. As

mediums in order to make visible the complexities of architecture.

the conclusion of this foundational sequence, students are expected to show advanced architectural thinking

the design process.

that will form the basis for embarking on the masters programme at DOA. They should deploy advanced and

To incorporate research methodologies as part of

To communicate architectural ideas in concise

mature representational techniques to communicate

and considered verbal, written, and performative

architectural ideas. Design projects at this stage will also

presentations utilising a wide range of mediums, and

demand a holistic awareness of the issues related to the

to engage critically in studio and review discussions.

environment, climate, context, technologies and building.

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

AR3722

PF1101

SUSTAINABLE ENVIRONMENTAL SYSTEMS

FUNDAMENTALS OF PROJECT MANAGEMENT

Modular credits: 4

This course will provide students with an understanding

The module covers the fundamental concepts of

of the concepts of environmental systems and their

project management, identifying nine broad project

spatial requirements in an architectural context.

management knowledge areas. Students are given an

The increasing need for the integration of building

introduction to theories relating to the management

technologies within multidisciplinary projects in a

of project scope, time, costs, risks, quality, human

modern construction environment will be addressed.

resources, communications, and procurement. The

The course first focuses on understanding how basic

overall integration of these eight knowledge areas and

environmental systems (or building services systems,

the management of externalities as the ninth project

such as mechanical, electrical, plumbing and drainage)

management knowledge area is also emphasised.

are related to the building programme and broader built environments. Codes of practice, such as fire safety,

Low Sui Peng

will also be addressed. Furthermore, renewable energy and water systems in architecture in the green building movement will be discussed.

Picture credit: Nur Yasmeen Zahirah

Picture credit: Samuel Tan

Picture credit: Shawn Lee & Ng Wei Liang

Picture credit: Matthew Goh

D E S IG N S T U DIO S E Q U E N C E

Picture credit: Rebecca Chong

Design 1 is introductory, Design 2-5 is deep dive, Design 6 represents a synthesis of all that has come before. Fundamental elements of the architectural project, such notions of programme, site, and user, are introduced at level 1 of the studio process, and expanded in nuance, complexity and scope at every subsequent level. These key elements are addressed across all design studios, even if they are not explicitly listed amongst the 18 themes. Students are expected to develop an increasingly mature and sophisticated understanding of these fundamentals as they progress to higher levels. 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 elements, and their associated parameters, should be incorporated as part of the design process. Ultimately, the 18 design themes are lenses through which to investigate architectural seeing, thinking, and making. While each of the six levels features its own discrete themes, these themes are by no means mutually exclusive. Students are therefore expected to produce design work that displays a holistic and cumulative understanding of the breadth of knowledge, skills, and thinking from all the different studios they have participated in to date. Architecture is made through physical forms. Form is therefore the Picture credit: Yaw Jessie

architect’s language. The mastering of this language—whether writing it, reading it, or speaking it—constitutes the non-negotiable foundational skills of the architect. Students will be exposed to different tools, ranging from analogue ones to digital, 2D, 3D and 4D mediums, to aid them in developing and representing form. The following pages describe in more detail the directions of the six design studios for the academic year 2021 - 22.

D E S IG N 1: S E E I N G, T H I N K I N G, M A K I N G

Wu Yen Yen

Any form of architectural representation is a three-fold process.

Design 1 Year Leader, Unit 1 Leader First: it is important to have a thorough understanding of the nature Yong Sy Lyng

of the content that is to be communicated. This encompasses a grasp

Unit 2 Leader

of the subject’s strengths, values and underlying operating principles; the time and place in the cultural, social, geographical spheres in which

Liang Lit How

this subject is situated; and its underpinnings in broader architectural

Unit 3 Leader

thoughts, beliefs and discourse. To this end, seeing is an exercise in observing, deciphering and reassessing information into an individual cognitive understanding. Going beyond mere looking—or casting one’s eye upon an object—seeing is the perception of a subject within a thought framework. Second, strategising and formulating a conceptual vehicle that conveys this original assessment—its representation—is a rigorous design thinking process that combines a critical summation of the salient points of the subject matter with individual observation, into a new syntax that encapsulates even more, finer subtleties. Lastly, making is the ability to formalise a largely intangible cognitive thought process of seeing and thinking, into a tangible mode of communication to others, conveying one’s insights in the most succinct, effective way possible; inviting critique, input and ultimately, use. The best outcomes are those that result from an incisive seeing and thinking through of resource materials, and from the making of an original architectural representation that is able to contribute to new dialogues on how these subjects are now seen and thought of. This iterative process of perception and representation is then able to come full circle, producing new interpretations and informing us of new ways to see and think. Design 1 is about imparting ways of seeing, thinking and making, to students through graphical and formal vocabularies, and to introduce a variety of ideas on approaching design, expression and representation. Image: John Chew Geromino Jr, AY19/20 AR1101 Studio work

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 Design 2 Year Leader, Unit 1 Leader

“Architecture at every stage of its existence—from design through construction to occupation—is buffered by external forces. Other people, circumstances, and external events often intervene to upset the architect’s

Elaine Lee

best laid plans. These forces are, to greater or lesser extent, beyond the

Unit 2 Leader

direct control of the architect.” – Jeremy Till

Lee Hui Lian

In his book, Architecture Depends, Jeremy Till argues that architecture

Unit 3 Leader

depends more on various forces that condition it from the outside, rather than on its own internal logic or on the ideal form 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 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; inviting students to recognise other conditions, things and forces, and establishing relationships between externalities and 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. A great sensibility toward various scales is fundamental for production of good architectural design. The scrutiny of precedent, and focused studies in its elements and ideas behind enrich your design vocabulary. Grasping its significance and applying and adapting it as appropriate to the circumstances, provides powerful ideas toward establishing a relationship with the surroundings. Finally, the response to both the tangible and intangible context, including the surrounding built environment, the natural setting, lifestyle patterns and cultural characteristics, should also become a vehicle for design innovation. Although it is important for students to learn and accept standard ideas within the three focus areas, it would be counterproductive if they do so without critical thinking. Students will be encouraged to think critically through a process of thorough studies on the subject matter in a particular context. The studies include 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 eventually leads them to design innovation. Image: Andrew Lee Ruo Zun, Melinda Kumala, Ong Yong Zhi Chalmers, Toh Eu Juin and Yang Kaiwen, AY20/21 AR1102 Studio Work

D E S IG N 3: A G G R E G AT IO N, S T R U C T U R E, S PA C E

François Blanciak

Design 3 will investigate how architectural form can emerge from the

Design 3 Year Leader, Unit 1 Leader

combination of basic geometric elements. It seeks to provide students with a better understanding of how units can be aggregated, thus

Victor Lee

creating living environments that offer occupants equitable access to

Unit 2 Leader

light, air, and water. It also requires students to reflect on how these particles can be articulated into an overall form that engages in a

Federico Ruberto

meaningful dialogue with the city.

Unit 3 Leader While the studio will involve the design of housing, this programme will be used as a mere vehicle for exploring architecture as an aggregation, or a collection of parts, looking at the interplay of repetition and singularity. Starting from the careful definition of the requirements and internal logic of each unit, what will be endeavoured is the creation of coherent wholes wherein units respond to each other, as well as to their boundaries (ground, ceiling, walls, site limits). Not unlike the concept of Existenzminimum that flourished in 1920s Europe, the studio proposes to rediscover the basic elements of living spaces through the examination of their form and location within the built environment, and to experiment with their careful organisation in urban space. An emphasis will be placed on structure, inquiring how different arrangements of units can be devised with an eye to minimising the need for construction elements, without sacrificing architectural concepts. Formerly concerned with drawing lines, architectural culture has recently shifted its focus to a visual environment based on pixels. What are the implications of such a radical shift for architectural form? Should it affect architecture at all? How can we design buildings that foster communities made of bits, without falling into a literal transcription of this novel condition? Such questions will pervade the different units of this studio, which will revolve around the themes of the relation between micro and macro, the cube as a basic element of composition, and the void as a driver of architectural form. Image: “The Third Gift,” from Frances Post Van Norstrand, Royal Gifts for the Kindergarten: A Manual for Self Instruction in Friedrich Froebel’s Principles of Education (Boston, MA: J. Q. Adams & Co, 1896)

D E S IG N 4: E N V I R O N M E N T, C L I M AT E, E N V E L O P E

Florian Heinzelmann

Design 4 will be a hands-on studio where students will research,

Design 4 Year Leader, Unit 1 Leader

design, build and especially evaluate envelopes or parts of it as a response or in dialogue with tropical climatic conditions. The

Fung John Chye

pedagogical aim is for students to develop an understanding and gain

Unit 2 Leader

experiences on several levels.

Tiah Nan Chyuan

Firstly, students should learn about certain environmental practical

Unit 3 Leader

issues and tectonics in combination with material and geometry properties, directly leading to performative results, be it structural, durability, or microclimatic. Secondly, by building a prototype which (re)acts on, or alters the internal and external climatic conditions, students will obtain 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. As there may be some instances whereby the outcome may clash with the design intent, through a conflict of design parameters. At other times, it might be that an unintended and not preconceived 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. Last but not least, strategic planning will be an important skill set to train; which helps in knowing how to source materials, how to manufacture the prototypes, how to transport the prototype to location, and finally how to disassemble the prototype after final presentation into different material streams for later material re-use. After all, we are living on a planet with limited resources where economical, societal, and environmental sustainability should be practiced. The studio brief intends to focus on the physically obtainable and verifiable while discovering qualitative aspects through the process of design exploration. After all, if the quantitative fails, a building does not perform and might become unusable; the qualitative aspect cannot shine, and the design intent becomes meaningless. Therefore, architectural design is always about quantitative and qualitative aspects, and the question for this studio is: How is one able to achieve a result via a bottom-up design exploration within a top-down project planning process. Image: Microlibrary Warak Kayu by SHAU. Image by KIE

D E S IG N 5: D E N S I T Y, U R B A N I S M, P U B L IC N E S S

Zdravko Trivic

Boundaries have always played an important (if not a fundamental) role in

Design 5 Year Leader, Unit 1 Leader

the human world, whereby city-life is governed by both physical/tangible and perceived/intangible borders and boundaries. Our relationship with

Thomas Kong

boundaries is, however, ambivalent and constantly changing, as borders,

Unit 2 Leader

fences and walls can both make us feel constrained or regulated and comfortable or secure. Exploring and challenging boundaries is at the

Ruzica Bozovic Stamenovic

core of architectural and urban design practices. Rapid urbanisation

Unit 3 Leader

and land scarcity, increased mobility, social frictions, technological developments, and hyper-production are some of the forces that brought new transformations and dynamics in the spatial and social fabrics of contemporary cities. Time-space relationships also challenge our reliance on traditional concepts of place (the act of separating and bounding elements to create locations of distinct identity). According to Richard Sennett, the 20th century planning practice served as an instrument for making boundaries instead of borders, and prioritised centres over edges. In his essay “The Open City ”, Sennett (2006) discusses the urban edge conditions and marks an important distinction between boundaries and borders, whereas boundaries are impermeable and rigid—they segregate and establish social closure, while borders are porous—they facilitate exchange between and among communities in a selective, yet active manner. Such critiques are particularly relevant with current global social frictions, demanding alternative means of negotiation, emergence of large-scale, selfsustaining and often inward-looking and isolated developments globally; and particularly in Asia, are often inserted inconsiderably into the existing physical and social urban fabric. Year 3 Semester 1 Design 5’s overarching theme of Density, Urbanism, and Publicness, provides an opportunity to critically reexamine and potentially redefine the notions and spatial/design interpretations of Edges, Boundaries, and Thresholds, in the view of dynamic spatial, economic, socio-cultural transformations of contemporary cities. None of these notions is neutral nor static, all of which require renewed consideration in architectural design and in reference to non-spatial and temporal dimensions. Within such a dynamic context, this studio challenges the very notion of architecture, what it is, what it should be and what it will or may become. References: Sennett, R. (2006). The Open City. URL: https://urbanage.lsecities.net/essays/the-open-city Image: The New Plan of Rome by Giovanni Battista Nolli part 2/12 (1748) by Creative Commons Attribution.

D E S IG N 6: S Y S T E M S, C O M P R E H E N S I V E N E S S, I N T E G R AT IO N

Joseph Lim

Beyond the historic cityscapes shaped by individual edifices, buildings

Design 6 Year Leader, Unit 1 Leader

today have more roles to play than being symbolic for our cities in an age of climate crisis. In seeking sustainable solutions, new paradigms break

Chaw Chih Wen

from architectural tradition with emerging technologies, which allows

Unit 2 Leader

new geometries to be constructed with lighter construction materials. The use of robotics and codified assembly processes to explore different

Wu Yen Yen

outcomes in structure and infill, has moved from research experiments to

Unit 3 Leader

the AI robotics construction industry. Patrick Schumacher believes that parametricism has brought a paradigm shift from Euclidean geometry as leitmotif of our age. But can these processes be applied in ways which will not obliterate cultural uniqueness in architecture? How do we build for the future without losing our complex identities? Kenneth Frampton’s “Studies in Tectonic Culture” argues that the conscious cultivation of the tectonic tradition in architecture is essential to the future development of architectural form. Frampton provided a perspective on modernity and the avant-garde where structural innovation and tectonic imagination in constructional form and material character were integral to architecture as trajectories from the past. This intertwined histories of architecture and people is about humanistic and tangible aspects specific to civilisations and their geopolitical influences. Amos Rapoport’s “Culture Architecture and Design” explains why socio-cultural considerations are important in distinguishing the designer’s personal subjectivities from real user needs. But if we see solutions only as technical systems transferable from one context to the next, oblivious to climate and culture, then we would have no capacity for subjectivity in our design thinking. We will only have ubiquity. Thus the ability to understand interrelationships is essential before we can develop new ways of seeing and thinking in a range of studio design processes. Design 6 explores how architecture is a system and a means to social ends where design thinking and value judgements balance key considerations in an integrated response to all the needs of a project in a comprehensive manner. Image: Study for tropical screen patterns: Layered patterns in structural continuity by Zhang Linwang in Studio Joseph Lim, NUS

R E S E A R C H C L U S T E R S: A N A SIA RESE A RC H FO C US At DOA, our advanced research delves into critical issues of architecture today and tomorrow. In particular, we anticipate and observe new demands and novel forms of buildings, cities, environments, and nature that are emerging throughout Asia and the equatorial region. DOA research clusters coalesce creative practice, technology, urbanism, landscape, preservation, and the specific expertise of our faculty members into a productive synergy and alignment between teaching and research. The following six clusters drive the M Arch I Design Research Studio Options sequence, the M Arch II Design Thesis and the graduate level elective offering across our Master of Architecture programme. These are nonetheless included in the BA Arch programme booklet so that students may understand the various research interests of their faculty.

RESEARCH BY DESIGN The Research by Design (RxD) cluster develops translational research approaches through creative practice. It emphasises the impor tance of rigorously engaging critical and creative practice in making, writing, and thinking in architecture. RxD strives for innovation and influence in the built environment through its research outcomes. To date, a number of these outcomes have won awards and made considerable impact. RxD focuses on design in Asia and around the equator, and on research into contemporar y concerns as well as the identification of speculative future directions. Members work in a range of design modes from sole authorships to collaborative and interdisciplinar y configurations. As a group, RxD leverages its combined creative exper tise, teaching within design studios and graduate elective modules. Research outcomes include leading buildings, texts, exhibitions, installations, films, drawings, photographs, and object-making, alongside design monographs, edited volumes, and research papers. RxD ’s commitment towards integrative and translational creative practices empowers design research with intellectual and critical bearings, for a discipline in transformation. Erik G. L’Heureux (Cluster Leader) Lilian Chee (Cluster Co-leader) Joseph Lim Shinya Okuda Ong Ker-Shing Cheah Kok Ming (Minor) Ruzica Bozovic Stamenovic (Minor) Tan Beng Kiang (Minor)

(Minor) indicates a secondar y membership

HISTORY, THEORY AND CRITICISM The Histor y, Theor y and Criticism cluster develops critical capacities to examine questions of built environmental production and consumption within the historical and contemporar y milieu. Taking architecture and urbanism in Asia as a primar y focus, members work in interdisciplinar y and transnational modes. Our members conduct research into a wide range of topics against the context of colonial/postcolonial and modern/postmodern Asian contexts, teaching these with the aim of encouraging historical literacy and consciousness in students, to enable them to understand how the present is historically sedimented. Besides teaching, members also publish widely and in diverse forms, organise and par ticipate in major conferences and workshops, curate key exhibitions, and advise both governmental and non-governmental organisations in related fields around the world. Chang Jiat Hwee (Cluster Leader) François Blanciak Simone Chung Ho Puay Peng Nikhil Joshi Tsuto Sakamoto Johannes Widodo Wong Yunn Chii Alex Young II Seo Lilian Chee (Minor) Thomas Kong (Minor) Erik G. L’Heureux (Minor) Lee Kah Wee (Minor)

TECHNOLOGIES The Technologies cluster investigates environmentally per formative or sustainable building forms and systems, and generative-evaluative processes for designing liveable environments. It employs traditional and emerging technologies that contribute to a new understanding of the human ecosystem, and emerging computational methods and techniques for discovering the relationships between form and per formance. Members investigate the relationship between human and natural landscapes, at ever y scale, from the building component scale to the urban scale. Special emphasis is placed on the examination of high-density Asian cities, and on application of design and building technologies in a tropical context. Rudi Stouffs (Cluster Leader) Filip Biljecki Patrick Janssen Nirmal Kishnani Lam Khee Poh Lau Siu Kit, Eddie Swinal Samant Yuan Chao Joseph Lim (Minor) Shinya Okuda (Minor) Zhang Ye (Minor)

URBANISM The Urbanism cluster aims to contribute towards development of sustainable resilient models and innovative advanced urban strategies to cope with various environmental, social, economic and technological challenges facing Asian cities today and in the future. The star ting point for this research is a comprehensive understanding of the complexity and distinctive characters of emerging urbanism in the region. Against this backdrop, members investigate emergent urban design issues related to community and par ticipation; conser vation and regeneration; ageing and healthcare; well-being and built form; modelling and big data; and resilience and informality. These issues are examined from multiple perspectives and through both inter-disciplinar y and transdisciplinar y collaborations, in order to question conventional norms and conceptions and establish new visions for a progressive and human-centric sustainable urban future. Ruzica Bozovic Stamenovic (Cluster Leader) Cho Im Sik Fung John Chye Heng Chye Kiang Naomi Hanakata Tan Beng Kiang Zdravko Trivic Zhang Ye Lee Kah Wee (Minor) Johannes Widodo (Minor)

LANDSCAPE STUDIES The Landscape Studies cluster under takes research to generate new knowledge of landscapes as socio-ecological systems, and promotes the use of knowledge in governance systems and landscape design to improve the well-being of humans and enhance the ecological integrity of the environment. The geographic focus is primarily high-density urban regions in Asia; however members of the cluster also work in the transitional zones within the rural-urban continuum, where urban regions are expanding at a rapid rate and encroaching into rural landscapes. The overall research approach is both interdisciplinar y and transdisciplinar y. The cluster looks not only at advancing theoretical concepts and knowledge, but also applying the knowledge in practice and public policy, to shape the environment. Areas of research span a wide spectrum of the socioecological dimensions of landscape: from landscape science and landscape management, to design research and sociobehavioural studies. Tan Puay Yok (Cluster Leader) Jessica Cook Kenya Endo Hwang Yun Hye Lin Sheng Wei Tan Chun Liang Dorothy Tang

DESIGN EDUCATION Design education occupies a unique place in the realm of professional education in a university. Located at the intersection of and traversing across different fields and disciplines, it has a long, illustrious, and at times, difficult histor y over the years. Questions and debates have erupted over purpose and pedagogy. Positions were staked, experimental pedagogies introduced, and new paradigms emerged that left impor tant marks in the evolution of design education through the years. The research cluster provides faculty from architecture, landscape architecture, and architectural conser vation with a platform and a forum to advance discourse, research, scholarship, and best practices on design education. It is an invitation to collaborate, share, nur ture and build a community of design educators through lectures, workshops, seminars, conferences, publications, and exhibitions. Thomas Kong (Cluster Leader) Cheah Kok Ming Lau Siu Kit, Eddie Nikhil Joshi Zhang Ye François Blanciak (Minor) Tsuto Sakamoto (Minor) Tan Beng Kiang (Minor)

D E S IG N 1

D E S IG N 2

U N I T L E A D E R S: Wu Yen Yen (Design 1 Year Leader, Unit 1 Leader) Adjunct Assistant Professor; M Arch (Columbia University), BA Arch Studies (National University of Singapore); Green Mark AP, MSIA, Registered Architect, Singapore

U N I T L E A D E R S: Tsuto Sakamoto (Design 2 Year Leader, Unit 1 Leader) Associate Professor, M Arch Associate Programme Director; MSc (Columbia University), M Eng (Waseda University), B Eng (Tokyo University of Science)

Yong Sy Lyng (Unit 2 Leader) B Arch (The Cooper Union), BA Arch (National University of Singapore); Registered Architect, Singapore

Elaine Lee (Unit 2 Leader) M Arch, BA Arch Studies (National University of Singapore)

Liang Lit How (Unit 3 Leader) B Arch, BA Arch Studies (National University of Singapore)

S T U DIO L E A D E R S: Elaine Lee M Arch, BA Arch Studies (National University of Singapore) Albert Liang M Arch, BA Arch (National University of Singapore) Ng San Son M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore William Ng M Arch, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore

D E S IG N S T U DIO FA C U LT Y

Shaumyika Sharma MSc AAD (Columbia University), B Arch (University of Western Australia); ARB, Registered Architect, UK Fiona Tan M Arch (UCL), BA Arch (National University of Singapore); MSIA, Greenmark AP, Registered Architect, Singapore Yang Han M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

Lee Hui Lian (Unit 3 Leader) M Arch, B Arch (National University of Singapore); Registered Architect, Singapore

S T U DIO L E A D E R S: Fong Hoo Cheong B Arch (Hons), BA Arch Studies (National University of Singapore), Dip Illum Des (Sydney University); GMAP, MSIA, Registered Architect, Singapore Lee May Anne B Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore Liang Lit How B Arch, BA Arch Studies (National University of Singapore) Albert Liang M Arch, BA Arch (National University of Singapore) Lim Pin Jie M Arch, BA Arch (National University of Singapore); Registered Architect, Singapore Shaumyika Sharma MSc AAD (Columbia University), B Arch (University of Western Australia); ARB, Registered Architect, UK Yong Sy Lyng B Arch (The Cooper Union), BA Arch (National University of Singapore); Registered Architect, Singapore

Loh Ying Ying Teacher Trainee for Year 1

D E S IG N 3

D E S IG N 4

D E S IG N 5

D E S IG N 6

U N I T L E A D E R S: François Blanciak (Design 3 Year Leader, Unit 1 Leader) Associate Professor; PhD, M Arch (University of Tokyo), DPLG (École Nationale Supérieure d’Architecture de Grenoble); Registered Architect, France

U N I T L E A D E R S: Florian Heinzelmann (Design 4 Year Leader, Unit 1 Leader) Associate Professor in Practice; PhD (Eindhoven University of Technology), M Arch (Berlage Institute), Dipl-Ing (Munich University of Applied Sciences); Registered Architect, the Netherlands

U N I T L E A D E R S: Zdravko Trivic (Design 5 Year Leader, Unit 1 Leader) Assistant Professor; PhD (National University of Singapore), Dip Eng Arch (University of Belgrade, Serbia)

U N I T L E A D E R S: Joseph Lim (Design 6 Year Leader, Unit 1 Leader) Associate Professor; PhD (Heriot-Watt University), MSc (University of Strathclyde), B Arch (National University of Singapore); MSIA, Registered Architect, Singapore

Victor Lee (Unit 2 Leader) Adjunct Assistant Professor; AA Dip, BA Arch Studies (National University of Singapore); MSIA, ARB, Registered Architect, Singapore and the UK Federico Ruberto (Unit 3 Leader) PhD (European Graduate School), MSc Arch, M Arch (Polytechnic of Milan)

S T U DIO L E A D E R S: Chaw Chih Wen M Arch, B Arch (National University of Singapore); MSIA, Registered Architect, Singapore Jane Chua Adjunct Lecturer; M Arch (Princeton University, BA Arch (University of California, Berkeley); AIA, RIBA, LEED AP, Registered Architect, USA (California) Adrian Lai Adjunct Assistant Professor; AA Dip, BA Arch (National University of Singapore); MSIA, ARB Registered Architect, Singapore and the UK Lee Hui Lian M Arch, B Arch (National University of Singapore); Registered Architect, Singapore Neo Sei Hwa Adjunct Associate Professor; B Arch (National University of Singapore), BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore Shin Yokoo Visiting Senior Fellow; PhD (Tokyo University of Science), M Eng, B Eng (Tokai University); Registered Architect, Japan Peter Sim Adjunct Assistant Professor; B Arch, BA Arch (National University of Singapore); ARB, Registered Architect, UK Tham Wai Hon M Arch, B Arch (National University of Singapore) Tiah Nan Chyuan Adjunct Assistant Professor; AA Dip, BA Arch (National University of Singapore); MSIA, Registered Architect, Singapore Cissy Wong M Arch, BS Arch (The Ohio State University); Registered Architect, USA and Singapore

Fung John Chye (Unit 2 Leader) Associate Professor in Practice; B Arch (National University of Singapore); Registered Architect, Singapore Tiah Nan Chyuan (Unit 3 Leader) Adjunct Assistant Professor; AA Dip, BA Arch (National University of Singapore); MSIA, Registered Architect, Singapore

S T U DIO L E A D E R S: Cheah Kok Ming Vice Dean (Academic), Associate Professor; B Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore Victor Lee Adjunct Assistant Professor; AA Dip, BA Arch Studies (National University of Singapore); MSIA, ARB, Registered Architect, Singapore and the UK Roy Pang B Arch (RMIT University); GMM, UDA, DfSP, MSIA, Registered Architect, Singapore Tan Beng Kiang Associate Professor; DDes (Harvard University), M Arch (University of California, Los Angeles), B Arch (National University of Singapore); MSIA, Registered Architect, Singapore Fiona Tan M Arch (UCL), BA Arch (National University of Singapore); MSIA, Greenmark AP, Registered Architect, Singapore Tham Wai Hon M Arch, B Arch (National University of Singapore) Dicle Uzunyayla MSc Arch and Urbanism (Massachusetts Institute of Technology), B Arch (Middle East Technical University); Registered Architect, Turkey Wu Huei Siang M Arch (National University of Singapore); MSIA, Registered Architect, Singapore Yuan Chao Assistant Professor (Presidential Young Professor); PhD Architecture (Chinese University of Hong Kong), MIT Kaufman Teaching Certificate (Massachusetts Institute of Technology)

Ian Mun Teacher Trainee for Year 2

Thomas Kong (Unit 2 Leader) Associate Professor; M Arch (Cranbrook Academy of Art), B Arch (National University of Singapore); Assoc. AIA, Registered Architect, Singapore Ruzica Bozovic Stamenovic (Unit 3 Leader) Associate Professor, Deputy Head (Administration and Finance); ScD, MSc (University of Belgrade), Spec Arch, Dip Eng Arch (University of Belgrade, Serbia); Registered Architect, Serbia

Chaw Chih Wen (Unit 2 Leader) M Arch, B Arch (National University of Singapore); MSIA, Registered Architect, Singapore Wu Yen Yen (Unit 3 Leader) Adjunct Assistant Professor; M Arch (Columbia University), BA Arch Studies (National University of Singapore); Green Mark AP, MSIA, Registered Architect, Singapore

S T U DIO L E A D E R S: Chan Wai Kin B Arch (University of Melbourne); Registered Architect, Singapore

S T U DIO L E A D E R S: Raymond Ang M. Arch (National University of Singapore), Dipl. Lighting (QUT); HKSCL, DfSP, MSIA, Registered Architect, Singapore

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

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

Belinda Huang BA Arch (National University of Singapore), Dip. Arch (UCL); Registered Architect, Singapore

Raymond Hoe M Arch, BA Arch Studies (National University of Singapore); RIBA, MSIA, ASEAN, APEC, Registered Architect, Singapore

Lee Tat Haur M Eng Arch (Tokyo Institute of Technology), B Arch (RMIT University); MSIA, Registered Architect, Singapore Ronald Lim M Arch (Yale University), BA (Wesleyan University); MSIA, RIBA, Registered Architect, Singapore. Jaxe Pan M Arch, BA Arch (National University of Singapore) Roy Pang B Arch (RMIT University), GMM, UDA, DfSP; MSIA, Registered Architect, Singapore Colin Seah B Arch (University of Arizona); Registered Architect, Singapore Wong Chong Thai, Bobby Adjunct Associate Professor; Dip Arch (Aberdeen), MDesS (Harvard); MSIA, Registered Architect Singapore Jacqueline Yeo AA Dip, BA Arch Studies (National University of Singapore); ARB, Registered Architect, UK Alex Young Il Seo PhD (University of Cambridge), M Arch Honours, BA Arch Studies (University of Auckland)

Adrian Lai Adjunct Assistant Professor; AA Dip, BA Arch (National University of Singapore); MSIA, ARB Registered Architect, Singapore and the UK Ng San Son M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore Ali Reda B Arch, BSc Arch (University of Sydney) Federico Ruberto PhD (European Graduate School), MSc Arch, M Arch (Polytechnic of Milan) Colin Seah B Arch (University of Arizona); Registered Architect, Singapore Darlene Smyth M Arch, BA Env Design (Dalhousie University), BA Music and Communications (University of Ottawa) Jacqueline Yeo AA Dip, BA Arch Studies (National University of Singapore); ARB, Registered Architect, UK

Joshua Chiang Teacher Trainee for Year 3

D E S IG N S T U DIO R E V I E W C A L E N D A R: SEMESTER 1

WEEK

D AT E

ACTIVITIES Options Studio Q&A Session (Mon)

SEMESTER 2

WEEK

D AT E

ACTIVITIES

10—14 Jan 2022

M Arch II: Thesis Primary Review (Tue)

17—21 Jan 2022

24—28 Jan 2022

31 Jan—4 Feb 2022

7—11 Feb 2022

BA Arch Year 2: Interim Review 1 (Mon) BA Arch Year 3: Interim Review 1 (Wed) BA Arch Year 1: Interim Review 1 (Thu)

14—18 Feb 2022

M Arch II: Thesis Interim Review (Tue) M Arch I: Interim Review (Thu)

Orientation

2—7 Aug 2021

Instructional Period

9—13 Aug 2021

16—20 Aug 2021

23—27 Aug 2021

30 Aug—3 Sep 2021

6—10 Sep 2021

13—17 Sep 2021

Recess Week

18—26 Sep 2021

Recess Week

19—27 Feb 2022

Instructional Period

27 Sep—2 Oct 2021

Instructional Period

28 Feb—5 Mar 2022

4—8 Oct 2021

7—11 Mar 2022

11—15 Oct 2021

14—18 Mar 2022

18—22 Oct 2021

21—25 Mar 2022

25—29 Oct 2021

28 Mar—1 Apr 2022

1— 5 Nov 2021

Thesis Research Report Submission (Fri)

4—8 Apr 2022

8—12 Nov 2021

BA Arch Year 1: Final Review (Wed) BA Arch Year 2: Final Review (Thu) BA Arch Year 3: Final Review (Fri)

11—15 Apr 2022

BA Arch Year 1: Final Review (Wed) BA Arch Year 2: Final Review (Thu) BA Arch Year 3: Final Review (Fri)

Reading Week

13—19 Nov 2021

Options Studio Final Review Grp A (Fri) Options Studio Final Review Grp B (Sat)

Reading Week

16—22 Apr 2022

M Arch I: Final Review (Fri) M Arch II: Final Review (Sat)

Examination (2 weeks)

20 Nov—4 Dec 2021

Examination (2 weeks)

23 Apr—7 May 2022

Vacation (5 weeks)

5 Dec 2020—9 Jan 2022

Vacation (12 weeks)

8 May 2022—31 Jul 2022

Instructional Period

BA Arch Year 1: Intra - Unit Exhibition/ Pin-Up (Thu)

BA Arch Year 2: Interim Review 1 (Mon) BA Arch Year 3: Interim Review 1 (Wed) BA Arch Year 1: Intra - Unit Exhibition/ Pin-Up (Thu)

Options Studio Interim Review Grp A (Tue) Options Studio Interim Review Grp B (Thu) BA Arch Year 1: Interim Review (Thu)

BA Arch Year 2: Interim Review 2 (Mon) BA Arch Year 3: Interim Review 2 (Wed) BA Arch Year 1: Intra - Unit Exhibition/ Pin-Up (Thu)

BA Arch Year 1: Intra - Unit Exhibition/ Pin-Up (Thu)

BA Arch Year 2: Interim Review 2 (Mon) BA Arch Year 3: Interim Review 2 (Wed) BA Arch Year 1: Interim Review 2 (Thu)

E V EN TS & G U EST LEC T U RES Over the course of each academic year, DOA organises and curates a series of events throughout the Academic Year which include: guest lectures, symposiums and professional learning community events.

G U EST LEC T U RES: DESIGN PEDAGOGY SERIES: Enhancing feedback for Students’ Learning: An evaluation of feedback methods used with the Design Studio Speaker: Dr. Charlie Smith

The Events and Guest Lectures for AY2020/21 included:

Devices: The Poetic Narratives of Climate Speaker: CJ Lim

E V EN TS:

Teaching Design Fundamental as a Case of Special Form of Academic Research Speaker: Gu Daqing

RESEARCH BY DESIGN: PROMISE, ANXIETY AND INSECURITY IN ACADEMIA SYMPOSIUM

CONSTRUE AND CONSTRUCT SERIES:

RMIT Architecture Research in an Eco-system with Practice Speaker: Martyn Hook

Construe and Construct VI: South America

‘Speculation’ Speaker: CJ Lim

Grass + Batz: Chile Speaker: Diego Grass

This Will Kill That Speaker: Lesley Lokko

Carla Juacaba Studio: Brazil Speaker: Carla Juacaba

Limits of Design Speaker: J. Meejin Yoon

Ecuador Speaker: Daniel Moreno Flores + Marie Combette

No Key for the Glass Mountain Speaker: Andrew Bernheimer

Laboratorio De Arquitectura: Paraguay Speaker: Javier Corvalan

City of Ladies Speaker: Penelope Haralambidou

TISSAGE CELLULAIRE STUDIO SERIES:

Devious Topographies: Navigating Tensions and Opportunities Between Practice and Research Speaker: John Hong

Elevational Façade Development: A Function of Design Rather Than Styling Speaker: Kevin Mark Low

Building It While Flying It Speaker: Chris Knapp

South Asian Human Rights Document Center Speaker: Madhav Raman

Markets for Design Research Speaker: Jonathan Massey

New Bricks, Tai Kwun Arts Center Speaker: Gianpaolo Mancuso

Two Cases Speaker: Li Xiaodong

DESIGN EDUCATION LECTURE SERIES:

The Architecture of Hybridity Speaker: Nicholas de Monchaux

Design Education in Uncertain Times (1); Strategies, Risks & Opportunities Series:

Originality, Significance, Rigour, and the Potential for Impact Speaker: Eric H. Schuldenfrei

Design Strategies for the Future Speakers: Cindy Coleman & Alice Davis

‘quit lit’ and the design academic Speaker: Naomi Stead

Green Studio for Uncertain Times Speaker: Dr. Alison Kwok

Hopscotch: Practice within the Academic Ecosystem Speaker: Heather Woofter

The Power of Project-Based Learning Speaker: Dr. Kristin Wobbe

REMOTE PRACTICES: ARCHITECTURE IN PROXIMITY SYMPOSIUM

RESEARCH BY DESIGN LECTURE SERIES: THINKING THROUGH IMAGE

Toward a Political Ecology of Architecture Speaker: Joan Ockman

Conceptual Models of Space | Time Speaker: Dr. Federico Ruberto

Horizons of Distance in Global Architectural Practices Speaker: Paul Emmons

Signal. Image. Architecture.: A Conversation with John May Speakers: Dr. John May with Dr. Joshua Comaroff

Selvedges: Some Distances and Proximities in Situating Practices Speaker: Jane Rendell

Material Matters Speaker: Galen Pardee

An Emotional Critique of Remote Practices Speaker: Philip Ursprung

IN D EPEN D EN T LEC T U RES:

Architectural Education in the First Person: Propinquity, Professionalism, and Personalism Speaker: Naomi Stead

Pandemic Issues: Rethinking the Future: Speakers: Prof. Tan Chorh Chuan, Prof. Kishore Mahbubani, Hwang Yu-Ning

Drawing Narratives, Architectural Storytelling Speaker: CJ Lim

Smartcities, Resilient Landscapes Speaker: CJ Lim Architecture With Performance Speaker: Wolfgang Kessling

VISITIN G PRO FESS O RS & B A A R C H E X T E R N A L R E V I E W E R S

S T U D E N T E X C H A N G E P R O G R A M M E S (S E P)

CJ Lim Professor of Architecture & Urbanism, The Bartlett, University College London

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.

Hsin-Ming Fung Professor, Southern California Institute of Architecture

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

Visiting Professors (For AY21/22)

External Reviewers

Chew I-Jin Associate Vice President, Managing Director at WATG Singapore Colin Seah Founder & Director, Ministry of Design Tan Szue Hann Director of Sustainable Development at Marina Bay Sands & Co-founder of IxSA (Innovation x Sustainability Alliance) Belinda Huang Founder & Director, ARC Studio Architecture + Urbanism

Southeast University

Chinese University of Hong Kong

Strathclyde University

Chongqing University

Technical University of Darmstadt

Chulalongkorn University

Technical University of Munich

Cracow University of Technology

The University of California

Czech Technical University in Prague

The University of Hawaii, Manoa

Delft University of Technology

The University of Hong Kong

Ecole Speciale d’Architecture

The University of New South Wales

Eindhoven University of Technology

The University of Oregon

ETH Zurich

The University of Seoul

Ewha University

The University of Sydney

Georgia Institute of Technology

Tianjin University

Hanyang University

Tongji University

Kyoto Institute of Technology

Tsinghua University

Lund University

Tunghai University

McGill University

Yonsei University

Meiji University

Zhejiang University

* The availability of SEP for each academic year will depend upon the prevailing COVID-19 situation.

Over the course of each academic year, DOA also invites leading international practitioners and experts in the field to serve as external reviewers. The BA Arch external reviewers for AY2020/21 included:

Chalmers University of Technology

Picture credit: Ian Mun

SUM MER PROGRAM ME Design Summer Camp (DSC)

Picture credit: Ian Mun

Design Summer Camp (DSC) is a 3-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 a design education. This immersive, studio-based programme allows individuals with no previous background, to experience the conceptual approaches and skills related to the design professions. For more information: https://www.sde.nus.edu.sg/arch/design-summer-camp/ Instagram: @designsummercamp *The availability of DSC for each academic year will depend upon the prevailing COVID-19 situation. Students already matriculated into the BA Arch programme are not eligible to participate in this camp.

Picture credit: Ian Mun

Ho Tzu Yin Managing Director, LAUD Architects Sarah Mineko Ichioka Director, Desire Lines Pte Ltd

C O N TA C T S National University of Singapore Department of Architecture NUS School of Design and Environment 8 Architecture Drive SDE4, #04-03 Singapore 117356 Tel: +65 6516 8736 www.sde.nus.edu.sg/arch Instagram: NUS Department of Architecture | @aki.nus DOA 2021 Showcase | @archival_2021 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: Teaching Trainees BA Arch BA Arch Year 1 Contact: Loh Ying Ying Email: yingying@nus.edu.sg BA Arch Year 2 Contact: Ian Mun Email: e0003360@u.nus.edu BA Arch Year 3 Contact: Joshua Chiang Email: joshua@nus.edu.sg Bachelor of Arts in Architecture Master of Architecture Master of Urban Planning Contact: Wendy Tan Email: wendytan@nus.edu.sg DID: +65 65167737 Bachelor of Landscape Architecture Master of Landscape Architecture Master of Science in Integrated Sustainable Design Master of Arts in Urban Design Contact: Jonathan Leong Email: akijlw@nus.edu.sg DID: +65 65163454 Other Higher Degrees by Research Contact: Liu Jia Email: sdelj@nus.edu.sg DID: +65 65163558 Department Updates & Other General Enquiries Contact: Ires Cheng Email: akisec@nus.edu.sg

M.Arch Programme Brochure (2021-2022)

Articles inside

DESIGN STUDIO SEQUENCE

YEAR 3 SEMESTER 1

YEAR 1 SEMESTER 2

THE PROGRAMME (AY2021/22 COHORT ONWARDS

YEAR 2 SEMESTER 2

THE PROGRAMME (AY2020/21 COHORT AND EARLIER

YEAR 2 SEMESTER 1

BA ARCH PROGRAMME OVERVIEW

BACHELOR OF ARTS IN ARCHITECTURE PROGRAMME DIRECTOR’S MESSAGE

YEAR 1 SEMESTER 1