humane (adj) intended to have a refining effect on people.
control (n) the power to influence or direct the course of events.
from oxford dictionary
3
contents
introduction
7
project 1
9
project 2
25
project 3
45
project 4
55
endnote
79
introduction this portfolio is to complete the task of architecture design studio 1, finding an alternate way of living with new territories and boundaries. finding an alternate way means to seek something different than reality, or to pursue something that never existed before, answering what the users need. this portfolio will tell the journey of finding that alternate way; starting from analyzing human, correlating with studies of precedent buildings, and completed with designing a building for generation Z and a family of 4.
7
PROJECT 1
the study of how a person can invade other person’s territory of mind, through teaching.
9
territory (n) an area which one has certain rights or which one has responsibility for a particular type of activity.
from oxford dictionary
in other words, territory is an area or space that belongs to a subject
from The Birth of Territory book
boundary (n) a limit of a subject or sphere of activity.
from oxford dictionary
boundary is what limits a territory. it seperates what belongs to a subject and what doesn’t.
from Stanford Encyclopedia
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how does it work?
the teacher will control the territory of the learner’s mind, if the learner hears and think about what the teacher says.
12
teaching methods
lecture
discussion
demonstration
problem based learning
13
lecture
is a way of teaching where the teacher will speak or teach to a large number of learners.
14
discussion
is a way of teaching where the distance between teacher and learners require intimacy.
15
demonstration
is a way of teaching where the teacher gives the power to teach to an object.
16
problem based learning
is a way of teaching where the learners participate in a discussion of a problem given by the teacher.
17
the spatial territory can be seen or felt, therefore is limited by the human sense. but the territory of mind is potentially unlimited. it goes as far as what the mind could think of. what if, the teacher gains full control of the mind of the learners? what effects could the teacher create towards the learners?
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the teacher can limits and destruct the learner’s mind.
the teacher can expand and develop the learner’s mind.
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the teacher can force the learner to think beyond their capabilities, resulting to an expansion of their territory of mind.
20
the teacher can create a foundation on the learner’s mind. a small foundation can withstand unlimited knowledge.
21
the teacher can manipulate the learners. what the teacher says is not always true or trusted, but can make it appear as if it is.
22
if the learners believe and thinks the same as the teacher, they will then become “clones� of the teacher, and soon act the same as the teacher.
23
PROJECT 2
the precedent study of territory and boundary in The Naked House by Shigeru Ban.
25
project 1 talks about how people can control territory of other people. now we talk how people can control territory and boundary in a living space.
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31
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34
35
36
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40
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PROJECT 3
the prototype of a living space for generation Z, in correlation to control.
45
design process
46
generation Z value these 3 criterias
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prototypes
48
prototypes
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final prototype 1
50
final prototype 2
51
from the prototypes before, final prototype 1 has the highest score, therefore chosen to be developed again, into the final design for generation Z.
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PROJECT 4
further development of the design before, but aims to aid a family of 4.
55
meet the family analyzing the family needs to determine the design
57
the graph is the basic depiction for the design of the house, also to decide the arrangements of the rooms in the house.
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the site towards the building
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study model
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final model
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final design the family needs and the context towards the site results to the final design below.
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how the module works
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how the house works
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SITE PLAN SCALE 1 : 50
0
1
2
3
4
5
65
C
B
300
250
293
377
200
375 200
1400
646
D
D
200 200
200
732
A
A 300
400
400
300
C
B
GROUND FLOOR PLAN SCALE 1 : 50
0
66
1
2
3
4
5
C
B
300
800
250
250
200
451 200
D
D 451
200
250
248
A
A 300
400
388
C
B
FIRST FLOOR PLAN SCALE 1 : 50
0
1
2
3
4
5
67
C
B
750
400
250
248
200 701 314 200
200
D
300
D 200 449
208
200 200
330 250
A
A 652
343
405
C
B
SECOND FLOOR PLAN SCALE 1 : 50
0
68
1
2
3
4
5
C 45
164
164
164
B
164
400
164
164
164
200
164
D
D
200 164
164
164
200
200 229
164
A
A 164
164
164
164
164
164
C
164
164
B
ROOFTOP FLOOR PLAN SCALE 1 : 50
0
1
2
3
4
5
69
WHITE PAINT FINISH TEMPERED GLASS 15MM RAILING GLASS 15MM
ALUMINIUM FRAME
386
347
648
150
400
380
380
380
150
400
380
SECTION A SCALE 1 : 50
0
70
1
2
3
4
5
WHITE PAINT FINISH
TEMPERED GLASS 15MM
RAILING GLASS 15MM
ALUMINIUM FRAME
250
222
150
380
380
420
420
250
200
400
WHITE PAINT FINISH
SECTION B SCALE 1 : 50
0
1
2
3
4
5
71
WHITE PAINT FINISH
ALUMINIUM FRAME 466
RAILING GLASS 15MM
TEMPERED GLASS 15MM
200
250
200
250 340
300
150
420
380
420
400
WHITE PAINT FINISH
SECTION C SCALE 1 : 50
0
72
1
2
3
4
5
TEMPERED GLASS 15MM
RAILING GLASS 15MM ALUMINIUM FRAME
466
WHITE PAINT FINISH
200
150
250 420
380
WHITE PAINT FINISH
380
SECTION D SCALE 1 : 50
0
1
2
3
4
5
73
ALUMINIUM FRAME RAILING GLASS 15MM WHITE PAINT FINISH TEMPERED GLASS 15MM
466
250 300 150
420
400
380
400
185
400
400
185
532
376
174 1107
SIDE ELEVATION - 1 SCALE 1 : 50
0
74
1
2
3
4
5
ALUMINIUM FRAME RAILING GLASS 15MM WHITE PAINT FINISH TEMPERED GLASS 15MM 156
483
161
150
400
420
400
380
400
400
300
400
1200
700 1400
FRONT ELEVATION - 2 SCALE 1 : 50
0
1
2
3
4
5
75
ALUMINIUM FRAME RAILING GLASS 15MM WHITE PAINT FINISH TEMPERED GLASS 15MM 300 161
329
150
400
400
185
1200
400
185
185
400
195
250
900
250
1400
SIDE ELEVATION - 3 SCALE 1 : 50
0
76
1
2
3
4
5
ALUMINIUM FRAME RAILING GLASS 15MM WALL WHITE PAINT FINISH TEMPERED GLASS 15MM
247
161
400
753
200
150
400
420
400
380
400
400
250
1200
300 1100
BACK ELEVATION - 4 SCALE 1 : 50
0
1
2
3
4
5
77
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endnote this step of architecture process is important in future projects; to know the theory first, then the client, the site, the concept, and how to combine it all into one design. most importantly, it trains the mind to give out ideas that maybe never even existed before in this world. to evaluate, the design can answer the premise, as well as it’s correlation with the site and client’s need. however, further technical approach is necessary as the building mechanism is quite complex.
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