B.A. (ARCH) STUDIO SEQUENCE HANDBOOK (2020/2021)

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 2 0 —21

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

BA ARCH F O U N D AT IO N D E S IG N S T U DIO S E Q U E N C E AY 20—21 Semester 1—2 Department of Architecture School of Design & Environment

C O N T E N TS

Picture credit: Wong Jinn Yi, Joanne

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 10

Y E A R 1 S E M E S T E R 1 12

Y E A R 1 S E M E S T E R 2 13

Y E A R 2 S E M E S T E R 1 14

Y E A R 2 S E M E S T E R 2 15

Y E A R 3 S E M E S T E R 1 16 Y E A R 3 S E M E S T E R 2 17 D E SIG N S T U DIO S EQ U E N C E 2 0 D E SIG N 1 : S E E IN G, T H IN K IN G, M A K IN G 2 2

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 24

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 26

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 2 8

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 3 0

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 32

R E S E A R C H C LU S T E R S 3 4 D E SIG N S T U DIO FA C U LT Y 36 D E SIG N S T U DIO R E V IE W C A L E N D A R 4 0 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 42

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 43 C O N TA C T 4 4

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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

H O P U AY P E N G

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

O N G K E R-S HIN G

Your architectural education might begin at NUS Department of Architecture, but it will

Professor and Head

of Architecture. This new academic year will be a great challenge to us all, not least

Associate Professor

not end when you graduate. Those of you who do go on to practise architecture will find

of Department

due to the COVID-19 pandemic and the scattering of members of our facilities and

in Practice

this especially true. For the best in our field, the learning never stops.

studios. Regardless of the mode of teaching, we at DOA pledge to do our best to deliver

Bachelor of Arts in

an excellent learning experience to you as you journey through the year. The pandemic

Architecture Programme

At the DOA, what we provide our undergraduates is not an exhaustive download of

has led us to question a number of the essential values at the heart of how we operate in

Director

disciplinary knowledge (which would be impossible in any case), but rather, a strong

society, such as gathering, community, work and living patterns, nature, technology and

foundation in architectural thinking. Our programme takes students through a different

digital capacity. These values are, and should be, expressed in spatial terms.

design studio each semester, providing a deep dive into different facets of architecture.

Studios cover 18 curated themes—sorted into six levels of three related topics each—

As we begin this education journey with you, we have worked to achieve better clarity

selected to build a paradigm from which to see and think like an architect. Learning will

in our studio direction and pedagogy. Our programmes focus on design, which we see

be cumulative, experiential, and augmented through a thorough immersion in the culture

as evidence-based problem solving that has the potential to transcend the confines

of the design studio.

of everyday experience. The required modules in our programmes open the door to different domains of knowledge, which in turn inform design decisions. The elective

Certain fundamental aspects of architecture—such as programme, site and form—will

modules further expand and enrich students’ knowledge in their chosen topics of

not appear as individual themes, but will instead be explored in all studios, at all levels.

interest. By creating and navigating a path through the entire curriculum, you will then be

Your grappling with these fundamental elements will increase in sophistication and

empowered to pursue your own aspirations and interests in architecture.

complexity as you progress through the years, with an opportunity to synthesise your

The values that we champion in our programmes relate both to architectural and spatial

knowledge and thinking in the final semester’s project.

form, and pertain to current social conditions, environmental responsibility, well-being and health, urban liveability, memory and identity, and relationship with nature. At

Within each level, tutors will teach design through different methodologies. This is a

this moment, these issues are particularly relevant, poignant and ripe for reflection,

benefit of membership in a large and diverse school, with many studios per level. You will

research, re-affirmation and redefinition. A number of design studios planned for the

have a wide exposure to varied modes of thinking and working. You will be encouraged to

new academic year are addressing these issues directly, and we await with anticipation

develop a personal—and intellectually robust—critical position as to what architecture

the innovative answers and outcomes that they will generate.

is, what it can and should do, and what you might, as a future architect, contribute to it.

We value an exploratory culture, with each studio approaching design via thoughtful and

We are turning the coming year’s challenges into opportunities for robust spatial

energetic iterative processes.

responses to future conditions. Our programme, curriculum, module design and studio learning outcomes have been formulated and refined in order to achieve design

While we will teach the curriculum detailed in the following pages, you will also be

excellence in this environment. I am confident we will rise above our challenges and work

expected to play an active role in your education, and to learn more than what we teach.

to create design solutions that will address pertinent issues of importance for current

Our programme requires that you take ownership of your own learning to fully exploit

and future communities. My colleagues and I look forward to working together with you,

this environment of opportunities. You will be expected to acquire and hone both hard

and to bringing our passion, creativity and intelligence together with yours, to bear on

and soft skills along the way through your own effort. Just as you will learn to use

these issues. I wish you an exciting and rewarding new academic year.

technical tools such as AutoCAD or Rhino, you will also develop essential soft skills like collaboration, stamina, grit and resilience. You will also learn to present, debate and refine your design work, and strengthen a mindset of circumspection beyond simple notions of “right” and “wrong.”

With this, an architectural education at the DOA will not only prepare students for professional practice, but will—perhaps more importantly—foster a generation of critical, creative, and articulate thinkers.

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

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THE PROGRAMME

Picture credit: Ong Chan Hao

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.

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 10 other essential modules within the Department of Architecture that are calibrated to the studio level they are at. These 10 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 another eight unrestricted modules within NUS Department of Architecture. This allows them to align their design education with their own areas of specific interest. Students then take five 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: Li Jia Ying

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 1-3.

Refer to the diagram on pages 8 & 9.

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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

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

D E SIG N S T U DIO

Modular credits: 8

Modular credits: 8

This key foundation module is an introduction to basic design concepts and methodologies, as well as representational

This module will build on AR1101 by focusing on the development of three foundational design skills: scale, precedent

techniques specific to seeing, thinking and making. These will be explored via analogue means. Students will be

and context. Students will be introduced to three-dimensional complexities and relationships of scale, discover the

introduced to a wide range of architectural ideas, ranging from traditional representation and Singapore architecture, to

use and transformation of precedent in architectural design processes, and gain an understanding of context as a

emergent trends operating on the frontiers of data-driven and digital techniques in the field of design today.

component that impacts design outcomes within the built and natural environment.

Ideas of space, form, proportion, composition, and order will be examined and explored. As foundational design

This module will enhance students’ use of different mediums and graphic communication, with an introduction to

components, these will provide requisite grounding in developing a visual language through the practices of drawing,

complex two-dimensional and three-dimensional projections at scale, as well as the use of digital and analogue tools.

sketching, and model making. Students will learn basic drawing techniques and skills, including line weight, line type,

Students will learn to combine representational tools to illustrate their design method(s). They will also delve deeper

scale, and the projective techniques of plan, section, elevation, perspective and axonometric drawing.

into the use of three-dimensional models as part of the design process.

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

Expanding on what they have learnt the previous semester, students will employ various visual mediums as part of the

of architectural ideas in the production of architectural drawings and three-dimensional scale models. They will be able

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

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.

Studio projects will also begin to wrestle with certain fundamental issues in architecture: site, programme, circulation, organisation of public and private zones, and the differing requirements of users. Students will employ thoughtful,

Learning Objectives:

rigorous approaches to form-making, understanding this to be the language through which architects create spatial

1.

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

experiences.

2.

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

3.

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

Learning objectives:

visual field

1.

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

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

2.

To understand and transform precedent as a vehicle for design innovation

drawings

3.

To understand and integrate context in the conception of design

5.

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

4.

To understand and begin to describe and communicate spatial qualities

6.

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

5.

To understand and produce projective drawings in scale

7.

To understand architectural representation as necessarily a mixed mode employing mixed media, and that the

6.

To understand and deploy a design method to structure the design process, making visible the transformational

7.

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

4.

“whole picture” can only be formed through the concurrent use of multiple methods 8.

To be able to read information and data and translate it into analogue architectural ideas, drawings and models,

processes in drawing and model making

whilst engaging critically with the process

intention, and to understand and deploy materials in model making to communicate design intent 8.

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

9.

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

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

AR2224

AR1327

AR2222

AR1328

IDEAS AND APPROACHES IN DESIGN

STRUCTURAL PRINCIPLES

HISTORY & THEORY OF WESTERN ARCHITECTURE

THE TROPICAL ENVELOPE

Modular credits: 4

Modular credits: 4

Modular credits: 4

Modular credits: 4

Basic concepts and approaches to architecture as a

A basic overview of structural principles in architectural

This module covers the production and historical

The constructional and environmental design strategies

practice and discipline will be introduced. Students

design will be given. Students will look at the effects

development of architecture and architectural ideas

that shape the architectural envelope in a tropical climate

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

and properties of structural forces, structural systems

in Europe and North America. This would span the

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

the historical development of the field, as well as in

and their interfaces with building functions in served

Classical Greek and Roman periods, the various revivals,

heightened awareness of global warming. Students will

an analysis of architectural work. They will gain an

and servant spaces. They will also examine issues of

the Arts and Crafts movements, and the modern and

gain an understanding of these strategies, and examine

understanding of architecture as a special category of

construction and assemblage, in relation to special

contemporary eras. Students will be exposed to the

how the architect’s choice of construction materials

man-made objects, informed by ideas, social contexts

building types and building systems.

various historical trajectories of architectural thought,

and methods impacts passive environmental design

with lectures structured thematically to assist them in

performance. The interdependence between design and

making connections between these different periods of

technique or technology will also be emphasised.

and intellectual processes. Concepts such as periods, styles and language will be introduced, as well as critical approaches to evaluating architectural works. Finally,

Philip Wang

architectural innovation and transformation.

Cheah Kok Ming

the relevance of architecture to current issues like sustainability, subjectivity, identity and meaning,

Wong Yunn Chii

Swinal Samant Ravindranat

will be explored.

Tsuto Sakamoto

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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

D E SIG N S T U DIO

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

D E SIG N S T U DIO

Modular credits: 8

Modular credits: 8

This module investigates the architectural potentials of structure and space through the operation of aggregation—

This module examines the boundaries of environment, climate, and architecture through the specifics of the

that is, the combination of architectural spaces, functions, and connective circulation systems. Students will propose

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

architectural forms through the aggregation of volumetric programme components, creating a balance between repetition

of atmospheric conditioning, and the design of climate in an expanse encompassing air, breeze, rain, dust, smells, and

and singularity. They will grapple with the complexities of function and organisation in a variety of scaled spaces. They

other contaminants. The contextual implications of hot and wet equatorial environments will be explored, and the value

will also gain an understanding of material, gravity, and structure as foundational components and ordering systems of

systems of environmental and sustainable designs examined within their long discursive histories. Students will expand

architecture and explore the interdigitation of these approaches in space-making.

their understanding of the site as a set of dynamic factors and processes that influence, or are influenced, by the act of architecture.

Students will expand their representational techniques to include 3D projections and begin to incorporate the element of time. Colour, collage, and an expansive repertoire of representational approaches will be introduced along with digital

Students will understand and deploy advanced digital simulations alongside analogue testing and projecting. They will

fabrication methods. These digital tools will be employed alongside and within advanced analogue techniques of model

expand representational methodologies and design processes to incorporate the invisible conditions of the atmosphere

making.

as a design medium that impacts the architecture of the built environment.

Learning Objectives:

Learning objectives:

1.

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

1.

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

2.

To understand, design and deploy aggregation of volumetric elements as an ordering component of architecture, with

2.

To understand that environment extends the understanding of the site to include dynamic processes and systems

scalar relationships of parts to the whole

both natural and constructed, and that these impact design processes and outcomes and vice versa

3.

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

3.

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

4.

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

4.

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

architectural project 5.

understand filtering as a component of architecture

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

5.

iteration 6.

process

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

6.

To apply conceptual tools in design, making value and ethical judgments as to the material and resource

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

7.

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

research findings

8.

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

respect to these values 7.

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

consequences of decisions in the design process, relative to a larger understanding of climate and the environment

8.

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

9.

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

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

methodologies 9.

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

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

AR2221

AR2327

AR2524

AR2723

HISTORY & THEORY OF SOUTHEAST ASIAN

ARCHITECTURAL TECTONICS

SPATIAL COMPUTATIONAL THINKING

STRATEGIES FOR SUSTAINABLE ARCHITECTURE

ARCHITECTURE

Modular credits: 4

Modular credits: 4

Modular credits: 4

Architectural form is a result of construction, structure

Spatial computational thinking is increasingly being

This class will delve into topics related to ecological and

This class will provide an overview of various topics

and materiality. Construction and architectural

recognised as fundamental to various

sustainable architecture, focusing on environmental

connected with the history and theory of Southeast Asian

engineering also operate symbiotically with developments

spatial disciplines. It involves idea formulation, algorithm

issues as they apply to design. Basic technical knowledge

architecture and urbanism. Students will explore these

in structural theory. This module will examine

development and solution exploration, with a focus

of energy, water and materials will be covered in the

topics, examining them through the frames of history

materials and construction techniques within different

on manipulating geometric and semantic datasets.

context of how buildings operate. Students will also learn

and geography. They will be introduced to the idea that

environmental and climatic conditions, and apply rules

Students will learn to use parametric modelling tools

to incorporate practical consideration of these factors in

history is as much about the present and the future as it

of structural engineering in explaining architectural

to generate and analyse building elements at varying

generating design solutions.

is about the past, for the present is but a sedimentation

forms. Different construction principles will be

scales, applying visual programming interfaces to

of the past—or multiple pasts—and the future will be

explained and the possibilities for sustainable solutions

allow complex algorithms to be developed and tested.

shaped by the present. Secondly, that geography or place

explored. Lectures will be accompanied by hands-on

They will learn to structure their ideas as algorithmic

matters. While history provides the temporal context

assignments on structural and design logic, delving into

procedures that integrate data structures, functions, and

for understanding ourselves and the worlds around us,

important aspects of architectural construction and

control flow. They will also gain familiarity with higher

geography situates our understanding in place. Also, a

building structures, and providing a basic understanding

level computational concepts, such as decomposition,

place should not be seen as an insular space, but rather

of construction and structural systems needed in

encapsulation and abstraction.

one that is connected to, and constituted of, various

architectural design.

Modular credits: 4

threads that link it to other places and their histories.

Yuan Chao

Patrick Janssen Shin Yokoo

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Chang Jiat Hwee

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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

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

D E SIG N S T U DIO

Modular credits: 8

Modular credits: 8

This module explores urban considerations that bear upon the architectural project. Density and its relationship to

This programme aims to develop a high level of competence in comprehensive and integrated building design, where

building form, mass, and volume will also be understood in relation to broader questions of responsiveness to urbanism

the architectural whole is approached as a complex of systems (of production, technology, infrastructure and so on),

and public space. Urbanism and the massing of architectural form will be understood as a fundamental component of

in turn embedded within larger systems (of ecology, economy and so on). Under the guidance of their tutors, students

cities. The notion of publicness will be examined and integrated within the processes and outcomes of design in an

will research and refine a conceptual system of concerns to be fully explored and developed in their architectural

urban context. Students will gain an understanding of the spatial implications of neighbourhoods, communities and

proposals. This involves a critical and nuanced understanding of architecture as a synthesis between constituent parts

socio-political relationships within and about space, whether real or implied.

and their whole, and the creation of a whole that is greater than the sum of its parts.

Learning objectives:

Students will sharpen their competence in research, design thinking, operational skills and communication. This

1.

To understand and critically deploy density in the configuration of architecture

semester is intended as a summation, demanding that students take informed design positions incorporating all 18

2.

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

studio themes they have covered. As the conclusion of this foundational sequence, students are expected to show

3.

To understand publicness as a fundamental component of the city, seeing public space in relation to private space,

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

and understanding the value of differences in how spaces (public, private and hybrid) are drawn up

deploy advanced and mature representational techniques to communicate architectural ideas. Design projects at this

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

stage will also demand a holistic awareness of the issues related to the environment, climate, context, technologies

building to its context, and vice versa

and building.

4.

5.

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

Learning objectives:

6.

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

1.

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

7.

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

2.

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

iteration

3.

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

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

4.

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

8.

iterations 9.

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

architectural design 5.

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

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

6.

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

7.

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

8.

To incorporate research methodologies as part of the design process

9.

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

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

AR3223

AR3721

INTRODUCTION TO URBANISM

ENVIRONMENTAL SYSTEM MODELLING

Modular credits: 4

Modular credits: 4

Students will be introduced to a foundational and holistic knowledge and understanding of urbanism as the study

Students will be provided with an understanding of the concepts of active environmental systems (or building

of relationships between people in urban areas with the built environment. They will take a comprehensive look at

services systems) and their spatial requirement in the design process, so that they can apply and integrate them in an

urban history, key theories, topics, design principles and practices related to urban design, urban planning

architectural context. The course will also contribute to the development of different perspectives through building

and landscape design. They will also develop critical and analytical skills of reading, documenting,

information modeling, and through teaching students to design from different points of view or to apply different

analysing and synthesising complex information on contemporary urban issues and conditions.

design considerations or systems.

Zdravko Trivic

Lau Siu Kit, Eddie Patrick Janssen

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Picture credit: John Chew

Picture credit: Kee Cheow Yan, Lee Yin Shin, Zhou Zhe Fang

Picture credit: Kee Cheow Yan

Picture credit: Gabriella Wong

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Picture credit: Leong Jo Ye

Picture credit: Samuel Tan

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

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 wholistic 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 architect’s language. The mastering of this language—whether writing it, reading it, or speaking it—constitutes the non-negotiable foundational

Picture credit: Ow Yeong Jun Jie

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 2020-21.

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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 of Lee May Anne

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

Unit 2 Leader

the subject’s strengths, its value and its 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

thought. To this end, seeing is an exercise in observing, deciphering and re-synthesising information into an original intellectual assessment.

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, and translates this into a new intellectual language that encapsulates even the finest 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 material, and from the making of an original architectural representation, able to contribute to new dialogues on the way that the subject is now newly 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 introducing a variety of ideas on approaching design, expression and representation.

This is ultimately aimed at allowing students of architecture to explore their own way of making that exemplifies their thoughts on space and architecture.

Image by Avery Evans on Unsplash

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23

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

Design 2 Year Leader, Unit 1 Leader

construction to occupation—is buffered by external forces. Other people, circumstances, and external events often intervene to upset the

Lee May Anne

architect’s best laid plans. These forces are, to greater or lesser extent,

Unit 2 Leader

beyond the direct control of the architect.” – Jeremy Till

Tan Beng Kiang

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

Unit 3 Leader

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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25

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

Joseph Lim

Design 3 focuses on structure and form made from component elements.

Design 3 Year Leader, Unit 1 Leader

But architecture is more than a collection of forms sitting on landscapes.

It is also an expression of the aspirations of people at a particular point in

Ruzica Bozovic Stamenovic

time.

Unit 2 Leader When Fumihiko Maki proposed that “architecture must not only express Victor Lee

its time but survive it”, he was concerned with the rigid outcomes

Unit 3 Leader

of modernist urban planning, epitomised by the fate of the troubled Pruitt-Igoe housing project in Missouri, which became an iconic symbol associated with failed architecture, public policy and society. Creating alternative urban forms better suited to evolving societies is an ongoing experiment in exploring the relationship between form and its context, and the connection between architecture and the city. In his Notes on Collective Form, Maki valued not the stylistic aspect of form itself, but rather, its ability to accommodate spontaneity and growth and to move to new states of equilibrium, while maintaining visual consistency and order over time. Because the outdoor spaces in between a building and the city are thresholds of experience, they are as important as spaces inside the built forms. Hence compositions must not focus on form alone, but also on the spaces between forms, the nature of their linkages and in the interior spaces of each form.

The idea of group form cannot be simplified into “singles and multiples” as elements of replication. To avoid arbitrariness in compositions, students should not look at shapes alone, but seek to understand an ordering principle, or a schema, with which to establish connections with component forms and their spaces in between. Such a schema would then present a geometric framework with which to generate form, space and structure in meaningful site relationships. In Design 3, studio participants will apply this perspective in investigating how a small urban project may be composed legibly with schemas that relate structural order with spatial hierarchy.

Image: Study from a research project by Joseph Lim

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27

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

Cheah Kok Ming

“A great building must begin with the unmeasurable, must go through

Design 4 Year Leader, Unit 1 Leader

measurable means when it is being designed and in the end must be unmeasurable.” — Louis I Kahn

Fung John Chye Unit 2 Leader

In the book Environmental Imagination, Dean Hawkes presents case studies of architects as they contemplate the qualitative dimensions

Tian Nan Chyuan

of environment, atmosphere and ambience in exemplary buildings,

Unit 3 Leader

extending appreciation of these spaces beyond pure technical narrative.

He paints the success of these buildings as an outcome of the interplay between immeasurable poetic intentions and measurable technical means.

Imagination is unmeasurable; its application is essential in seeding the conception of an original, beautiful and functional space. Yet that space must be created through measurable means, in the form of technics and technology, encompassing the deployment of materials, construction methods and environmental control, underpinned by architectural science. In design, the measurable and unmeasurable are never in conflict. Architectural science or technology always coexists with the poetic creation and performance of a successful architectural environment. And at the end of the day, the success of a building goes beyond a purely technical narrative, and extends into the unmeasurable realm of experience.

Design 4: The Environment & Climate Envelope, aims to translate these architectural thoughts into the tropical context. The course will examine the design of buildings and spaces that have been conceived for warm and wet climates, and their performative and expressive qualities.

There are many ways to understand the theoretical framing of tropical architecture. Tay Kheng Soon describes tropical architecture as utilising a design language of line, edge, mesh and shade rather than one of plane, volume, solid and void. Designing architecture in the tropics for Bruno Stagno is about the treatment of shadows and not light. Meanwhile, for Kevin Low of Malaysian firm Small Projects, such architecture brings about a discourse by engaging tropical counterpoints to temperate attributes. Inspired by this diversity of ideas, students will explore the notion of tropical tectonics, described as the “expressive articulation of structure, skin and space in mediating the tropical climate and its context”.

Ultimately, they will emerge from Design 4 with a practical appreciation of how technics are applied in the service of poetic ends for architectural works in this specific environment, and how tropical architects have brought together invention, logic and heart to achieve form, function, economy and beauty.

Image: Plastic turf cell grating employed as an environmental screen at Masjid Cyber 10, Cyberjaya, Malaysia, designed by Juteras. Image by Cheah Kok Ming

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29

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 ?

Thomas Kong

Architecture and the City in the Age of Pandemics

Design 5 Year Co-Year Leader, Unit 1 Leader

The COVID-19 pandemic has uprooted our lives on a global scale. Cities are locked down for an extended period, and their inhabitants told to stay

Zdravko Trivic

home. These unprecedented social restrictions are counter to our urban

Design 5 Year Co-Year Leader,

way of life, and careful considerations now pervade everyday interactions

Unit 2 Leader

that were once taken for granted before the pandemic.

Wong Chong Thai, Bobby

The Design 5 theme of Density, Urbanism, Publicness? presents a moment

Unit 3 Leader

to reexamine our understanding of these terms in the age of pandemics.

New ideas and formulations of density are emerging as cities grapple with the spread of the coronavirus. Our interactions with each other and with the built environment have also been severely altered, and post-COVID-19, urbanism may never be the same. On the other hand, publicness— the presentation of the public self and the display of belonging and sociability—has increasingly migrated to cyberspace, with interactions fragmented into small groups and conducted at a safe distance.

The power of design to influence behavioural change and improve the health of cities cannot be underestimated. Le Corbusier saw the trinity of sunlight, air and greenery as a solution to overcrowding, poor health and hygiene in cities. Ebenezer Howard’s Garden City movement created a healthy living environment for working class communities in the UK through the design of satellite towns surrounded by green belts. In Singapore, the beloved hawker centres bring street hawkers together in a space with proper cooking and washing facilities to raise cleanliness and hygiene levels.

In Design 5, the studios will research, investigate and design future scenarios for new and modified spatial typologies and experiences at different timeframes, to allow us to live, socialise and thrive even in times of containment and quarantine.

Image: Public space in Whampoa. Image by Thomas Kong

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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

Ong Ker-Shing

Inclusive Figures

Design 6 Year Leader, Unit 1 Leader Inclusion—making space for—is the architect’s primary skill. The designer Razvan Ghilic-Micu

is, more than anything else, an integrator of systems, requirements, and

Unit 2 Leader

experiences. On a purely physical level, the architect is also an integrator of materials and components: framing, machinery, glazing, cabling, metalwork

Adrian Lai

and ducting. The designer may accumulate other specialist skills, or not.

Unit 3 Leader

But he or she simply cannot produce a beautiful, functional building without an ability to orchestrate, with intelligence and adaptability, the coexistence of diverse and often contradictory contents and requirements within a common, limited space. To make matters more complicated, this space itself exists as but a small region within a natural and cultural field. In the creation and eventual use of such a space, issues as objective or subjective as climate and aesthetics sit alongside norms of private and public, of the beautiful, the sustainable and the socially just.

As the modern building grew in complexity during the late 19th and 20th centuries, a wide array of flexible and adaptable strategies emerged for the modern architect. These included the Raumplan, the free plan and free section, the collage method, pattern, and more recently, new explorations of fluid and non-hierarchical planning configurations derived from cybernetic modes of thinking. All of these took on the challenge of integrating a diversity of contents—often incompatible or contradictory— without sacrificing architectural identity. The craft of the architect as integrator is ultimately to present elegant solutions to the fragmented demands of the human and material world, while still creating a building that represents a clear architectural idea, with a comprehensible language and a meaningful spatial and aesthetic proposition.

Design 6: Systems, Comprehensiveness, Integration will explore the architect’s challenge of inclusion: the art of designing for people and things to function alongside each other, differently but well. It will challenge students to develop robust and tolerant design frameworks, as well as figures that have room for an array of sub-systems—such as structure and tectonics, services, programs, as well as aesthetics, human relations and experiences—within Singapore’s natural conditions. It will explore the twin problems of bringing-together and keeping-separate, in an attempt to produce an architecture of maximum generosity and mutual care.

Image: A 1950s Bürolandschaft office floor plan, Lekker Architects

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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 five 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) Francois Blanciak Cheah Kok Ming Joseph Lim Shinya Okuda Ong Ker-Shing Ruzica Bozovic Stamenovic (Minor) Tan Beng Kiang (Minor)

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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) Simone Chung Ho Puay Peng Nikhil Joshi Tomohisa Miyauchi Tsuto Sakamoto Alex Young II Seo Johannes Widodo Wong Yunn Chii Francois Blanciak (Minor) 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 Oscar Carracedo (Minor) Joseph Lim (Minor) Shinya Okuda (Minor) Zhang Ye (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

(Minor) indicates a secondar y membership

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) Oscar Carracedo Cho Im Sik Fung John Chye Heng Chye Kiang Tan Beng Kiang Zdravko Trivic Zhang Ye Lee Kah Wee (Minor) Johannes Widodo (Minor)

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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 Eng (Waseda University), MSc (Columbia University), B Eng Science (University of Tokyo)

Lee May Anne (Unit 2 Leader) B Arch, BA Arch Studies (National University of Singapore); Registered Architect, 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: Nikhil Joshi Senior Lecturer; PhD (National University of Singapore), MA Conservation Studies (Historic Buildings) (University of York), B Arch (University of Pune); FRGS, AIIA, Registered Architect, India Elaine Lee M Arch, BA Arch Studies (National University of Singapore) Ng San Son M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

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

William Ng B Arch, BA Arch Studies (National University of Singapore); MSIA, Registered Architect, Singapore Wong Yunn Chii Associate Professor; PhD (Massachusetts Institute of Technology), M Arch, AB Architecture and BS CE (Washington University in St. Louis) Yang Han M Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

Lee May Anne (Unit 2 Leader) B Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore Tan Beng Kiang (Unit 3 Leader) Associate Professor; DDes (Harvard University), M Arch (University of California, Los Angeles), B Arch (National University of Singapore); MSIA, Registered Architect, Singapore

S T U DIO L E A D E R S: Fong Hoo Cheong B Arch, BA Arch Studies (National University of Singapore), Dip Illum Des (Sydney University); GMAP, MSIA, Registered Architect, Singapore.

Rossitza Iordanova M Arch (University of Architecture, Civil Engineering and Geodesy), Tech in Arch and Construction (Christo Botev Technical School of Construction); MCAB, MUIA, Registered Architect, Bulgaria Elaine Lee M Arch, BA Arch Studies (National University of Singapore) Lee Hui Lian M Arch, B Arch (National University of Singapore); Registered Architect, Singapore Shinya Okuda Associate Professor; M Eng, B Eng (Kyoto Institute of Technology); Registered Architect, Japan and the Netherlands Felicia Toh M Arch, B Arch (National University of Singapore); Registered Architect, Singapore

John Chua Teacher Trainee for Year 1

36

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

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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: Joseph Lim (Design 3 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

U N I T L E A D E R S: Cheah Kok Ming (Design 4 Year Leader, Unit 1 Leader) Associate Professor; B Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore

U N I T L E A D E R S: Thomas Kong (Design 5 Year Co-Year Leader, Unit 1 Leader) Associate Professor; M Arch (Cranbrook Academy of Art), B Arch (National University of Singapore); Assoc. AIA, Registered Architect, Singapore

U N I T L E A D E R S: Ong Ker-Shing (Design 6 Year Leader, Unit 1 Leader) Associate Professor in Practice, BA Arch Programme Director; M Arch, MLA (Harvard University); MSIA, Registered Architect and SILA, Registered Landscape Architect, Singapore

Zdravko Trivic (Design 5 Year Co-Year Leader, Unit 2 Leader) Assistant Professor; PhD (National University of Singapore), Dip Ing Arch (University of Belgrade, Serbia)

Razvan Ghilic-Micu (Unit 2 Leader) Adjunct Lecturer; M Arch (Princeton University), B Arch Sc (Ryerson University); MSIA, RAIA, Registered Architect, Singapore

Wong Chong Thai, Bobby (Unit 3 Leader) Adjunct Associate Professor; MDesSt (Harvard University), DipArch (Robert Gordon University); MSIA

Adrian Lai (Unit 3 Leader) Adjunct Assistant Professor; AA Dip, BA Arch (National University of Singapore); MSIA, ARB Registered Architect, Singapore and the UK

Ruzica Bozovic Stamenovic (Unit 2 Leader) Associate Professor, Deputy Head (Administration and Finance); ScD, MSc, Spec Arch, Dip Eng Arch (University of Belgrade); Registered Architect, Serbia Victor Lee (Unit 3 Leader) AA Dip, BA Arch Studies (National University of Singapore); MSIA, ARB, Registered Architect, Singapore and the UK

S T U DIO L E A D E R S: Randy Chan Adjunct tutor; B Arch, BA Arch Studies (National University of Singapore); Registered Architect, Singapore Chaw Chih Wen M Arch, B Arch (National University of Singapore); MSIA, Registered Architect, Singapore Chiong Lip Khoon AA Dip, BA Arch Studies (National University of Singapore); ARB, RIBA, Registered Architect, UK Adrian Lai Adjunct Assistant Professor; AA Dip, BA Arch (National University of Singapore); MSIA, ARB, Registered Architect, Singapore and the UK

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: Chang Jiat Hwee Associate Professor; PhD (University of California, Berkeley), M Arch, BA Arch Studies (National University of Singapore) Jane Chua Adjunct Lecturer; M Arch (Princeton University, BA Arch (University of California, Berkeley); AIA, RIBA, LEED AP, Registered Architect, USA (California) Florian Heinzelmann PhD (Eindhoven University of Technology), M Arch (Berlage Institute), Dipl-Ing (Munich University of Applied Sciences); Registered Architect, the Netherlands

S T U DIO L E A D E R S: Dean Chew BA Arch (University of Western Australia) Richard Ho Professor in Practice; B Arch (National University of Singapore); MSIA, Registered Architect, Singapore Khoo Peng Beng Adjunct Associate Professor; B Arch (National University of Singapore); RIBA, MSIA, Registered Architect, Singapore

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

Steven Hsun Lee Visiting Senior Fellow; M Arch I (Harvard University), BA Arch (UC Berkeley); LEED AP, Registered Architect, USA (New York)

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

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

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

Pan Yi Cheng AA Dip; Registered Architect, Singapore

Tham Wai Hon M Arch, B Arch (National University of Singapore)

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

Daniel Pillai Adjunct Tutor; M Arch (National University of Singapore)

Dicle Uzunyayla MSc Arch and Urbanism (Massachusetts Institute of Technology), B Arch (Middle East Technical University); Registered Architect, Singapore

Federico Ruberto PhD (European Graduate School), MSc Arch, M Arch (Polytechnic of Milan) Peter Sim Adjunct Assistant Professor; B Arch, BA Arch (National University of Singapore); ARB, Registered Architect, UK Tiah Nan Chyuan Adjunct Assistant Professor; AA Dip, BA Arch (National University of Singapore); MSIA, Registered Architect, Singapore Shin Yokoo Visiting Senior Fellow; BA Arch, M Arch (Tokai University), PhD (Tokyo University of Science); Registered Architect, Japan

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Fung John Chye (Unit 2 Leader) Associate Professor in Practice; B Arch (National University of Singapore); Registered Architect, Singapore

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)

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 Chu Lik Ren B Arch (NUS); Registered Architect, Singapore Liang Lit How B Arch, BA Arch Studies (National University of Singapore) Darlene Smyth M Arch, BA Env Design (Dalhousie University), BA Music and Communications (University of Ottawa) Wu Yen Yen Adjunct Assistant Professor; M Arch (Columbia University), BA Arch Studies (National University of Singapore); Green Mark AP, MSIA Registered Architect, Singapore

Jaxe Pan M Arch (National University of Singapore) Roy Pang B Arch (RMIT University); GMM, UDA, DfSP, MSIA, Registered Architect, Singapore Jacqueline Yeo AA Dip, BA Arch Studies(National University of Singapore); ARB, Registered Architect, UK

Ian Mun Teacher Trainee for Year 3

Kimberly Foo Teacher Trainee for Year 2

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

40

SEMESTER 1

WEEK

D AT E

Orientation

0

3—8 Aug 2020

Instructional Period

1

10—14 Aug 2020

2

ACTIVITIES

SEMESTER 2

WEEK

D AT E

ACTIVITIES

0

1

11—15 Jan 2021

17—21 Aug 2020

2

18—22 Jan 2021

3

24—28 Aug 2020

3

25—29 Jan 2021

4

31 Aug—4 Sep 2020

4

1—5 Feb 2021

5

7—11 Sep 2020

5

8—12 Feb 2021

BA Arch Year 2: Interim Review 1 (Monday) BA Arch Year 3: Interim Review 1 (Wednesday) BA Arch Year 1: Interim Review 1 (Thursday)

6

14—18 Sep 2020

6

15—19 Feb 2021

M Arch II: Interim Review (Tuesday) M Arch I: Interim Review (Thursday)

Recess Week

-

19—27 Sep 2020

Recess Week

-

20—28 Feb 2021

Instructional Period

7

28 Sep—3 Oct 2020

Instructional Period

7

1—6 Mar 2021

8

5—9 Oct 2020

8

8—12 Mar 2021

9

12—16 Oct 2020

9

15—19 Mar 2021

10

19—23 Oct 2020

10

22—26 Mar 2021

11

26—30 Oct 2020

11

29 Mar—2 Apr 2021

12

2— 6 Nov 2020

12

5 Mar—9 Apr 2021

13

9—13 Nov 2020

BA Arch Year 1: Final Review (Wednesday) BA Arch Year 2: Final Review (Thursday) BA Arch Year 3: Final Review (Friday)

13

12—16 Apr 2021

BA Arch Year 1: Final Review (Wednesday) BA Arch Year 2: Final Review (Thursday) BA Arch Year 3: Final Review (Friday)

Reading Week

14

14—20 Nov 2020

M Arch I: Final Review (Friday) M Arch II: Final Review (Saturday)

Reading Week

14

17—23 Apr 2021

M Arch I: Final Review (Friday) M Arch II: Final Review (Saturday)

Examination (2 weeks)

-

21 Nov—5 Dec 2020

Examination (2 weeks)

-

24 Apr—8 May 2021

Vacation (5 weeks)

-

6 Dec 2020—10 Jan 2021

Vacation (12 weeks)

-

9 May 2021—1 Aug 2021

Instructional Period

BA Arch Year 2: Interim Review 1 (Monday) BA Arch Year 3: Interim Review 1 (Wednesday)

MArch II: Interim Review (Tuesday) MArch I: Interim Review (Thursday)

BA Arch Year 2: Interim Review 2 (Monday) BA Arch Year 3: Interim Review 2 (Wednesday)

M Arch II: Interim Review (Tuesday)

BA Arch Year 2: Interim Review 2 (Monday) BA Arch Year 3: Interim Review 2 (Wednesday) BA Arch Year 1: Interim Review 2 (Thursday)

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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) NUS DOA aims to make the most of

Chalmers University of Technology

Southeast University

Singapore’s strategic location and its

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

to enhance their academic experience and

Delft University of Technology

The University of Hong Kong

cultural exposure through our extensive

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

We have in place various school-level and

Kyoto Institute of Technology

Tsinghua University

department-level exchange programmes

Lund University

Tunghai University

McGill University

Yonsei University

Meiji University

Zhejiang University

networks to prepare our graduates to engage in the global practice of design.

We create opportunities for our students

Visiting Professors (For AY20/21) CJ Lim

list of student exchange programmes with

Professor of Architecture & Urbanism,

leading architecture and industrial design

The Bartlett, University College London

schools.

Hsin-Ming Fung Professor, Southern California Institute of Architecture

with the following universities:

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

Picture credit: Jeremy Seah

The BA Arch external reviewers for the

This module will involve a critical and thorough discussion of specific topics in architectural design. Topics discussed

2019-2020 academic year included:

may include universal design, participating design, the design of elderly housing, post-occupancy evaluation of buildings, community architecture, architectural practices, design for places of learning, healthcare design and

Sanki Choe, Professor and Head of Department of Architecture, University of Seoul Graham Crist, Associate Professor,

SUM MER PROGRAM ME

design methodologies.

Picture credit: Ong Chan Hao

AR4955 Topics in Architectural Design Modular credits: 4

RMIT University and Founding Director, Antarctica Architects Roland Schnizer, Partner, Foster + Partners

Picture credit: Tan Hong Xi, Clarence

Picture credit: Ong Chan Hao

José Cláudio Silva, Executive Principal, Aedas Darlene Smyth, Principal Architect, AD Lab Teo Yee Chin, Principal Architect and Founder, Red Bean Architects Jacqueline Yeo, Co-founder, Plystudio Architects

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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 2020 Showcase | @archival_2020 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: 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

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