POR TFO
LIO
SIDNEY LUKE CHIN WEN JIAN 1001851356 SCHOOL OF ARCHITECTURE AR315
DESIGN STUDIO 3
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TABLE OF CONTENTS
PAGE
ABOUT ME
3
INTRODUCTORY EXERCISE OF OPERATIONAL AND CONDITIONAL DESIGN
4-7
ASSIGNMENT 1 – RESPONSIVE ARCHITECTURE
8-15
ASSIGNMENT 2 – PROBLEM-SOLUTION EXPLORATION
16-17
2A - ENVIRONMENT-USER EXPLORATION I – SITE ANALYSIS
18-24
II – USER PROFILES
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2B - ADAPTATION TO CONTEXT I – SITE MODEL
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II – TESTING GROUND
27-38
ASSIGNMENT 3 - CO_(SPACE)
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TUTORIAL PROGRESSION
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PRECEDENCE STUDIES
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SPATIAL EXPERIENCE MODELS
42
DESIGN ISSUE, CONCEPT AND STATEMENTS
43-46
FINAL DESIGN BOARDS AND MODEL
47-52
ADDITIONAL INFORMATION
53-57
CONCLUSION
58-59
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ABOUT ME Name
: Sidney Luke Chin Wen Jian
Date Of Birth : 15TH March 2000 Hometown : Kota Kinabalu, Sabah, Malaysia Hobbies : All sports, playing music, gaming, eating Education
: Chung Hwa, Bandar Seri Begawan, Brunei Tshung Tsin Secondary School, Sabah, Malaysia
With the strictness of the paternal Malaysian and grace of the maternal Canadian, there is at times, a struggle with identity to build lasting relations with people. Each character of my identity, is a story to tell that holds value and meaning. Over this past semester of 2021-01 Design Studio 3, identity was a crucial aspect that defined each student’s journey towards their individual final design. Whether sabotages by students, discipline-scolding by lecturers or the rare compliments; each student that endured to the end use these hardships and supplemented it to their individuality and identity. For, we are the best version’s of ourselves, and learning to bring out our identity in architecture we design is an important lesson I have learnt this semester.
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INTRODUCTORY EXERCISE TASK: TO CREATE PRESENTATION BOARDS ON AN INTERESTING PHENOMENON
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PHENOMENON: MAGNUS EFFECT The following videos are a short introduction video of the magnus effect in a sport called Floorball.
The Youtube link for the video above is found below: https://youtu.be/mE9M5RhJPo0 The Instagram link for the video on the right is found below: SC91 | Life Enthusiast (@sidneylukachinney) • Instagram photos and videos
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PHENOMENON: MAGNUS EFFECT
INTRODUCTORY EXERCISE
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INTRODUCTORY EXERCISE
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ASSIGNMENT 1 PRECEDENCE STUDIES: SEDLCANY COMMUNITY CENTRE, CZ. REPUBLIC
ASSIGNMENT 1 TASKS Based on your research on spatial operation for the object, find 3 architectural precedent studies to relate to your data and drawing, discuss and choose ONE for your spatial exploration Precedent Study Criteria : • Public or Partial Public Building • Building accommodating est. 20-100 users at one time • Double Storey and above • Able to acquire sufficient spatial information (Site plan, layout plans, sections, elevations, axonometric, etc.) As a group, produce a series of architectural diagram and model of the selected precedent studies, analysing spatial operation & condition, and investigate the formal and spatial characteristic of each work to illustrate and communicate architectural spatial qualities. Part 1 l General Building Analysis Architect’s general approach and philosophy (for all his building) Architectural idea of selected building for precedent study How has he shown his design approach in this building? Design Issues, Intentions and considerations Part 2 l Form, Space, Order Diagrammatic Study Understanding formation of form _ Zoning , Axis , Hierarchy , Rhythm Understanding spatial characteristic _ Massing , Circulation , Public and Private Space Understanding spatial quality _ Natural Light , Scale Each keyword shall reflect using one drawing with appropriate line weight & hatched technique Part 3 l Spatial Operation & Condition Analysis Operation _ Analyse and further explain Bend . Skew . Split . Twist . Interlock . Intersect . Lift . Lodge . Overlap . Rotate . Shift . Expand . Nest . Split . Interlock . Lift . Overlap . Shift . Carve . Fracture . Extract Conditional _ Analyse and further explain Connect . Ground . Openings PRODUCE MODELS Sectional model done by: Zhanissa Busnia Sectional Model 1 done by: Omar Zein Sectional Model 2 done by: Sidney Luke Chin Wen Jian
ASSIGNMENT 1
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ASSIGNMENT 1- BOARD 3
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FORM MODEL
FRONT ELEVATION
ACTUAL BUILDING
REAR ELEVATION
SECTIONAL MODEL 1 SHOWING HALL AND LEVELS
ASSIGNMENT 1- CASTING MODELS 1&2
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SECTIONAL MODEL (focusing on skylight)
X X
The aluminium framed skylight, X, is an important feature and unique aspect of this community center. This church may be visually simple, but its intricate details are unique for the church itself. A8000 carved out the roof to create this holy and aspirational effect for the church.
X
A baptism pool is positioned at the location labelled X. This is a feature of the Christian faith that occurs relatively frequently throughout the year. The skylight is positioned eastward to capture most of the morning sun. This is because a standard church service (which the baptism typically occurs), happens in the morning till about 0100. Hence the skylight is to be positioned as so.
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ASSIGNMENT 2 SITE ANALYSIS AND USER PROFILES
ASSIGNMENT 2 TASK1: In a group of 7, we are to do a site analysis of UCSI university. We are to determine • physical context, • circulation, • program, • climate, • sensory context, • program, climate, • history and future development, • human and cultural and • site vignettes. TASK 2: Generate 2 student profile to analyse things in common and differences. Note on things like persona, scenarios, and integrated mapping. A video is to be recorded of the interview engagements. My users were • Ryan Pang of the Architecture faculty • Aaron Ho from the Engineering faculty TASK 3: To produce a 1:200 site model, and a minimum of 5 responsive casting models.
TASK 1
SITE ANALYSIS
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SITE ANALYSIS
SITE ANALYSIS
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SITE ANALYSIS
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SITE ANALYSIS
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SITE ANALYSIS
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USER PROFILES
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TASK 2 – USER PROFILES
TASK 3 – RESPONSIVE MODELS
A. Site model is made of foam board. B. The contour lines are at an interval of 2m each.
SCALE 1: 200
We are to design a minimum of 5 responsive models, I proceeded to do 12.
C. Total size covered is 120m by 100m.
SITE MODEL
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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TASK 3 – RESPONSIVE MODELS
RESPONSIVE MODELS
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ASSIGNMENT 3 CO_(SPACE)
TUTORIAL PROGRESS For tutorials, I began to choose an inspirational feature that i may develop into my design concept. That inspiration was the ‘old spirit’ of Taman Connaught, that is tin mining. I choose some keywords that i may bridge the identity of my design-tobe. Those keywords included: - journey - underground - scar the land - reflective Hence from these keywords, some precedence studies were chosen to aid my exploration of ideas. Those precedence studies include: a. Ewha Women’s University b. Walt Disney concert hall c. Hebrew academy and museum Furthermore, I have also done some models that I thought would reflect the identity of the building through the façade. For example, of the drawing on the picture on the right, I thought it would be a fantastic idea to create pointy windows and doors, so reflect the hardship of the mining workers, and the reflective material, would show the character of tin. In addition, I also designed my own table design which can cater to a pair of students, where storage would be in the centre.
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PRECEDENCE STUDIES HEBREW ACADEMY AND MUSEUM
EWHA WOMEN’S UNIVERSITY
WALT DISNEY CONCERT HALL
DOMINIQUE PERRAULT
UNSTUDIO (BEN VAN BERKEL)
FRANK GEHRY
SEOUL, KOREA
JERUSALEM, ISRAEL
CALIFORNIA, USA
AREA
70000M2
6600M2
25100M2
YEAR
2008
2020 (PROPOSAL STAGE)
2003
BUILDING ARCHITECTS
ARCHITECTURE LOCATION
LEARNED INFO
Some ideas learnt is what to do with a contour. Steps can be placed at the sloping steps. The architect gave clear view to the centre long court. Shading was not an issue due to the protection from the build soil. Hence orientation of the building was not a huge issue. This also allowed more resources to be spent on the internal spaces instead of the shading devices and cooling equipment.
For my design, the walkway is particularly important due to my design concept. This proposal by Van Berkel has a brilliantly made walk way that exemplifies the sunlight through the carved out orifice in the building. It is also sliced to aid the sunlight through the centre as well.
I choose this precedent due to its shiny metallic façade. With my design concept and inspiration from tin mining, or mining in general, I wanted the building to reflect the past of the current UCSI space. Furthermore, the slices of the buildings were strategically used externally for shading. Internally, curved elements were used to reflect sound in certain directions, which might be useful for my design to zone out different spaces.
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SPATIAL EXPERIENCE MODELS The spatial experience of each idea was important to test. It allowed me to have a quick visual representation or appeal that allowed me to choose the best suited spatial experience.
Exploration on elongated beams at skylight
Exploration on spaces below steep sliced roof and floors
Exploration on curved louver roofs
Exploration on repetitive crossing of roof
Exploration on alternating curved roofings
Exploration on light through orifices internally
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DESIGN ISSUE:
OVERALL COMPOSITION
To provide a communal usage building specially for architecture and engineering students as part of an extension block at UCSI University. The interviewed users in Assignment 2 have expounded that there is a lack of relationship between courses, and feel that they can learn faster and better if both courses are given a chance to work together closely, but at the same time having the facilities they need to use during their down time.
DESIGN STATEMENT :
This design caters specially for architecture students and engineering students which do a lot of “hands-on” work, and which both courses are interrelated in many ways. Hence, I desired provide spaces that could somehow join both courses in on shell. The experience I wanted the students to have was a competitive environment where showcasing of progress and assignments was a common practice, hence the numerous walls with flip up boards. At the same time, bring the user on a journey which brings the user to understand the hardship of tin-mining in the past. To enhance the existing condition of the site, a couple cantilevers are situated strategically to allow viewing decks, and a sensation of great heights which signified the mining-worker experience atop quarries.
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DESIGN CONCEPT
Nyx, who was a dark Greek mythical goddess and Taman Connaught(T.C.) both have something in common, they both played significant roles underground. In the 1900s, T.C. was a significant underground tin-mining spot that spurred Malaysia’s economy. Malaysia, in its tin mining prime during the 1900s, brought countless opportunities in technology and uses in our daily life, but it has consequences to wildlife, and the landscape by scarring the land. Thus, I wanted the building to be built deep and long instead of being spreaded out, just like a mining tunnel that scars the land. Functionally, building deep allows wind and air to be channeled from the lowland to the highland, that aids plenty with cross ventilation. I’d like to think of it as a little ‘downdraught effect’. Hence, I was instilled to honor the past spirit of my site, which became my inspiration for my building, Nyx. I wanted to bring the user on a journey to experience the conditions of mining, floor by floor, starting from the carpark.
DESIGN CONCEPT From the CARPARK, I would bring the user on a journey, to the building, which allows the user to take in the sights and feelings of nature before entering the construction building. ROOF LEVEL - At the entrance, a breathtaking view awaits the user overseeing Bukit Ketumbar, Bukit Hatamas and KLCC. The highest roof level it would be more metallic and dynamic. There would be a flowy cloth roof experience within the first space, which is a lecture room, TV room or studio working space. The floor finishes of this “entranceroof” level would be reflective and shiny, like tin, so funnel in light towards the entrance.
As we move to 1ST FLOOR LEVEL, the materials would be less reflective, with stonier and wood floor finishes. This gives a more rustic and serious feeling, where most study spaces would be located.
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DESIGN CONCEPT At the LOWER GROUND FLOOR, there would be bare concrete and wooden floorings because as most curator facilities, like the accommodation, living and dining area, I wanted to make it less appealing to common students to go to, but minimalistic for the arch students to be appreciative as well. The general form of the building scars the land as in it sunken in, and the construction process of the concrete framing has beams hanging out of building like scaffolding at a tin mining site. It also appears to be a little robotic, much like a mining dredge The flowy cloth roof represents scary dynamics of the mining working conditions where not everything is easy going, anyone can die at anytime. This is where the sharp-edged roof comes in, so depict the hardship of the mining conditions. Hence in general, my concept is a building that reflects, the glory years of Malaysias tin mining, but brings the user into remembering the consequences towards the landscape.
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BOARD 2
BOARD 1
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BOARD 4
BOARD 3
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BOARD 6
BOARD 5
EAST/ FRONT ELEVATION
To bridge the idea of tin mining with the building, it was important, for me to make the façade appear robotic, like a tin-mining dredge. To achieve this, I used sharp edges, and random protruding louvres.
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SOUTH ELEVATION
NORTH ELEVATION
WEST ELEVATION
WEST PERSPECTIVE The elevations shows the sharp, bold and large physicality of Nyx, which is purposed to be a statement, that shows the hardship of mining workers. The extended length is purposed to absorb as much light from both morning and noonday sun. The extended lengths allow the user to be brought along a journey from the carpark.
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PERSPECTIVES MULTILAYERED LIBRARY
DYNAMIC ROOF
This multi-layered spaces is a library and a chill space. There would be a ladder in the central part, that students can climb up and rest at those levels as well. The shelves for books (not shown in model but shown in Board 4) are positioned against the walls, and act as an eggcrate shading device that helps reduce heat entry and creates nice light patterns.
The roof is made of aluminium framed glass, with cloth material below it. When more light is needed, the cloth system can be pulled back to allow more light to enter space. ENTRANCE DECK
The entrance leads to a small deck area that users can appreciate the landscape. The shades of light facilitates movement of user towards this deck.
RELAX AREA WOOD WORKING SPACE The wood-working space is catered to both architecture and engineering students. This space overlooks the greenery and city landscape, and the louvres around it move sound outwards of the building, rather than internally the building.
This view of the lounge, which is a cantilever part as well, is a small space, big enough for 2 pool tables where students can chill and relax, and have talk as well. 52
CONCRETE FRAMING SCHEMATIC LAYOUT MODEL
NORTH-EAST ELEVATION
FRONT/EAST ELEVATION The framing types of the building uses concrete framing system, with columns and beams. Using this system is cost-effective and easy to construct. The beams protrude out of the west façade, into the soil at the back. This is to gain extra rigidity of the building and is an aesthetic feature for people to view, when coming in from the entrance.
LEFT/SOUTH ELEVATION
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OUTDOOR WORKSPACE FEATURE
FOLDABLE BOARD
CAN BE USED FOR STICKING DRAWINGS FOR PRESENTATIONS OR GENERAL WORKING
DATUM OF FEATURE
MADE OF EXPANDED SHEET METAL
FOLDABLE TABLE LEGS
THE LEGS OF METAL CAN BE OPENED AND CLOSED
FOLDABLE TABLE
THIS TABLE CAN BE USED FOR EATING, CHILLING, READING OR WORKING
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OUTDOOR WORKSPACE FEATURE
WORKSPACE TABLE CAN BE FOLDED AS SO. STUD CAN BE USED AS AN ARMREST, OR PLACE TO LEAN ONTO.
WORKSPACE TABLE CAN BE UNLOCKED AS SO, AND TABLE LEGS CAN BE UNTUCKED.
AN EXTRA BOARD IS LOCATED AT THE DATUM. IT CAN BE FOLDED DOWN AS SO WHEN NOT IN USE.
WHEN STUDENT NEEDS TO STICK DRAWINGS UP, THE EXTRA BOARD CAN BE WOULD UP AND HELD UP BY A LOCK. CAN BE USED FOR PRESENTATIONS AS WELL.
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LOW SPACE USAGE BED DESIGN FOR ACCOMADATION UNITS
BED
STORAGE COMPARTMENTS
THIS STORAGE AREA IS FOR SMALL OBJECTS LIKE STATIONERY AND COSMETICS
CLOTHES CUPBOARD
THIS CLOTHES AREA IS TUCKED INSIDE FOR PRIVACY
SLIDING AND FOLDABLE TABLE
THE TABLE CAN BE PULLED OUT AND LOCKED IN PLACE, OR FOLDED UP TO ACCESS CUPBOARD
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TRANSFORMATIVE ROOF TO WORKSPACE MECHANICS MODEL
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CONCLUSION UCSI’S Design Studio 3, 2021-01, officially comes to a halt as of 26 April 2021. The life-lessons, compromising, rushing, experience and architecture knowledge has been gained, but at a cost of health, friendships, and freedom. No doubt, architecture is what it is, (especially for the 6month-into-4month-semester course) and it will only get worse and worse in coming semesters.
As so, I do hope that UCSI SABE faculty would seriously consider extending Design Studio(DS) courses longer than the other subjects for a couple reasons. Extending DS courses a little longer allows students to digest and use the information from other complementing subjects. If all subjects run simultaneously, the information gained would be slow as final designs have already begun for DS. Furthermore, extending DS courses a little longer lets students have better time to build connections with friends which is important for student's future ties. In addition, extending DS courses a little longer allows students to fully concentrate, focus, meditate, comprehend, isolate all ideas and creativity towards DS, which is the most important, most credit hours, and the main subject of the Architecture course. Nevertheless, DS3 has been a great experience and learning process that I eccentrically enjoy. The effort of lecturers into teaching and grading is noticed and I am forever grateful for each and every lecturer, either during tutorials, saying ‘Hi’s and Byes’ or during the lectures. Wishing all lecturers the very best for the coming semesters.
THANK YOU KINDLY
