graduation magazine

13

DSD explore lab graduation studio by virginia charitaki Professors Andrej Radman Huib Pluib Marc Boumeester “treat my book as a pair of glasses directed to the outside; if they don’t suit you, find another pair; I leave it to you to find your own instrument, which is necessarily an investment for combat.” marcel proust

towards an inceptive architecture {an architectural approach to the mathematics of an ambient space}

01 This project takes as a hypothesis that the future of architectural education is going to change dramatically due to constant rise of technology in the field. It argues that architectural education need not to be confined by the limits suggested by the form of a building. Thus, it presumes that the need to ‘house’ an architecture school may shift to semi-permanent reused structures that can accommodate future needs of the school & the city.

Thus, inceptive architecture is viewed as one that returns to basics, embryonic.

chapters architectural education & the rhizome research

the city as a learning environment urban strategy

the architecture school as a projection design strategy

the house as a studio

intervention 1

the void as a transition space

intervention 2

the landscape as an adaptive scene

intervention 3

architectural education & the rhizome research

02 introduction This proposal was lead by the observation of the intensity of movement in the city; one which this project has engaged to facilitate in the design.

The intervention itself requires a focus on several scales, from the urban, to the landscape and the building scale.

In order to ‘test’ potential urban interventions the proposal asks for a ‘split’ of the school into its five departments via a point by point approach. This strategy aims to indicate the in-between spaces that exist, as a result of constant dialogue between the building, the landscape, and the people; a relationship that inevidably will promote the growth of the learning environment. The guiding principle for that set of interventions is the notion of the ‘grid’.

In order to re-think the structure in the different scales the strategy works with a grid system. As a result it aims to a have a space that promotes constant dialogue between the building, the landscape, and the people; a relationship that inevitably will promote the growth of the learning environment. For that purpose the research was based on the notion of the ambient space-or in-between space- relative to the organization analysis of the city of delft. Probably the case for all the cities in the Netherlands, but particularly in delft, it seems that the city follows its urban infrastructure in all scales: urban scale, the city scale and the block scale.

parking | empty lot

cultural

water

square | retail

park

private | residential

pedestrian

housing

market

church | city center

monument

In all three one can infer a certain directionality and movement that evolves through that system. The centre of delft has always initiated certain movement, such as the pedestrian move in a five phase plan that started in the early 2000’s and aimed to pedestrianize certain areas of the city. Relative to that on the other side of the campus was the relocation of the TU faculty, while in between there are botanical gardens, a museum, student housing, and a what it seems to be a potential site for the architecture department of this project. For that purpose three main aspects acted as the focus in which the ‘split’ could be made possible.

First, was determining the size of the existing program, second was the distance between them, and third was their relation to their immediate surrounding areas.

A department that is in shared program to the architecture department, one that requires a certain degree of landscape relation, one that is at the heart of the city center, and one that relates to its urban conditions. Together they form a two bind system of a building and a ‘open space’ in which action may or may not be required. Through the intervention one can see that movement between them but more importantly the identity that starts to evolve.

03 multiplicities

The relation between research and design The research was based upon the potential bridge between theory and practice. It began with a study on the future of architectural education and concluded on the importance of an ambient space in architecture. In particular, it takes as a hypothesis the constant rise of technology in the field and through that it raises the question of fragmentality versus solidarity in the profession. How much space do we need? And what defines “we” in a school of architecture? To answer that, the project continues to its second phase in which it takes as a hypothesis that the future of architectural education is going to change dramatically mainly due to constant rise of technology in the field. It argues that architectural educations need not to be confined by the limits suggested by the form of a building. It also argues that students of architecture are not only the ones who are “registered” within an institution but can also be people who are interested in the subject.

Thus, it presumes that the need to ‘house’ an architecture school may shift to semi-permanent structures that can work together with what already exists in the city. It suggests a series of urban transformations that can happen in the city for the city. As a result the school can open its doors to the community. In this way, it aims to accommodate not only the future needs of the school but also the city itself. Through the use of structure the proposal investigates the amount of space needed for each user and its degree of fragmentation relative to the community. Thus, inceptive architecture is viewed as one that returns to basics, embryonic.

Reflection on the relation between research and design As mentioned above the project aimed to investigate a potential bridge between theory and practice; an idea that is intriguing in theory yet finds it several restrictions in its realisation. For that matter this project also struggled in realising that bridge between the two. Through the research it discovered that there is no ‘absolute’ bridge between theory and practice, but rather a potential gap in which one can react upon. Combining that with the research on the future of architectural education and its need to be susceptible to future changes due to technological advancements, the decision to focus on the ambient space was helpful. It provided guidance on the context in which this project could take place and implied on a design method that could support that idea.

Moreover, in the design process the project introduced the idea of semi-permanent structures within the ‘left-over’ space in-between existing infrastructures. Practically the proposal imposes additional structure to an already fully-infrastructural context. Could we say then that the project was fooled by its own design strategy? We may have especially in the beginning. However, it also resulted to a benefit; that induces from the possibility to design the infrastructure. Meaning, that through a method of “reverse-engineering ” this study introduced an infrastructure that does not act as a supporting element but it begins by designing the space that it wishes to contain.

the city as a learning environment urban strategy

04 urban acupuncture In urban acupuncture, an area is regarded as a complex organism of energy in which different ‘energy layers’ overlap with each other and influence residents behaviour and conduct and how an urban area develops. Urban acupuncture is a point by point manipulation of the urban energy to create a sustainable town or city.

Thus, following the research of the city viewed before, a study was conducted on the primary elements that can facilitate in the formation of an identity. Beginning with a dual focus in the solid vs void relatinship, added features started to rise, such as the main urban infrastructural elements like the river, the public squares and courtyards.

At this point it was crucial to use these elements relative to the immediate location of the site. This area was particularly interesting due to its connection to the both campus & the city centre. As soon as the first point was placed the rest followed relative to the factors of size, distance & location.

solid vs void

river as a separator

the two sides

the intersection

the opportunity

department of architecture

dpt of Building technology

department of landscape

dpt of real estate & housing

department of urbanism

their respective buildings

the site proposal

05 urban interventions

notes

voids

v1. facade v2. routing v3. program

i1. projection i2. transition i3. common

v1

v2

v3

i1

i2

i3

The types of interventions were based on the program possibilities one could offer relative to the scale. Therefore, it divides the interventions into threemain categories: the ‘facade’ type which aims to promote the character of the building to its environment, the ‘routing’ in which it breaks through the existing structure as means to facilitate circulation and finally the program that adds new structure for new program.

v: types of voids recognized in the city of Delft i:intervention types for these voids

architecture department

landscape deparment

urbanism deparment

university building/ housing

university museum

Building Technology department

student housing

square

real estate and housing department

marktplaatz

The relation between the theme of the studio and the subject of study The theme of the studio is structured upon the competition brief hold in 2008 with the intention to re-build a new faculty of architecture for TUDelft. In this it is important to mention that although the brief proposed a site for the faculty, the studio intentionally allowed for alternative locations of the site to be explored individually. Specifically, this project believed in the potentiality of the site to be discovered within the city of Delft as a whole.

The extent of the site relative to the theme is better described by Brian Massumi when he writes that, “The field-condition that is common to every variation is unformulated but not unrecognized. It is minimally organized as a polarization.” The development of such organized polarization begun at the early stages of the project by the intention to consider the city center as a site. Furthermore, it introduced the notion of urban acupuncture in order to analyze the site-specific conditions that could act as polarization for the field .

Furthermore, the decision to appropriate the site for the project was based upon the formation of three basic rules. First was to determine the size of the architecture school by challenging its existing program both in present and future.

Second was the split between the different disciplines within the city of Delft and third was the strategic positioning near strongly polarized entities. Those moments framed the entry points in which the project positioned itself. Deleuze & Guattari write with regards to the rhizome that “the rhizome has no beginning or end; it is always in the middle, between things, interbeing, intermezzo.”

Reflection on the relation between the theme of the studio and the subject of study As mentioned before the studio introduced the brief, while at the same time allowed for flexibility in its understanding.

This provided for an opportunity to re-think the site & program of this proposal. Therefore, although there were instances in which the flexibility managed to refrain one from taking a decision towards either side, as the project developed it proved that it was extremely helpful in taking a stronger position on our research.

In particular this proposal started with a strong belief on the space needed for each user and specifically the grid in which the semi-permanent structure lies upon. In the beginning it underestimated its realization points and thus had to reestablish itself- several times –during the process. Meaning that the grid size in relation to the necessary space for each user played a crucial role. Fortunately the decision was made and towards the end it emphasized the possibilities this system offered in its use. A system that managed to respond to the studio’s theme to design an architecture school for the TUDelft faculty without compromising the subject of study.

the architecture school as a projection design strategy

06 site location The strategy of urban acupuncture explained how each department will be positioned at a relative distance to the city center. It described the important elements in the city and decided upon the specific locations on each one of the five departments. Specifically the department of architecture is placed on the intersection between the campus & the city.

Looking closer at that intersection one can see clearly the relationship triangular shape formed by this point, initiates a connection with the city, the campus and suburbs.

07 site potential This set of drawings wish to illustrate the transition in development that shows the intensity described in the intersection point. They begin by encircling the city center and slowly describing the different moves with respect to current infrastructure, such as the pedestrian move or campus development. These drawings together wish to emphasize the possibility of growth offered by a system such the rhizome.

The relation between the methodical line of approach of the studio and the one chosen by the student Moreover, with respect to the methodical line of approach of the studio and the one chosen by the student was systematized by Robin Evans notion that architects never work directly with the object, but through an intervening medium, which is more often through the drawing. Therefore, the AAA studio aims to activate radical empiricism in order to penetrate into ones own design mind. This case study proposes a series of small-scale interventions within the city’s built environment.

These interventions act upon the ambient space’s ability to introduce either program, routing or viewing conditions in the design. At the same time it uses a grid as necessary means to connect the multiple ambient spaces. Together they construct a mechanism that allows protrusion to existing buildings.

These sets of rules introduced a scheme that acts itself: A.what is the decision B.How it applies on the whole C. How it applies on the unit These questions were crucial on every step of the process since they constantly react on the different scales of the different transformations. One can follow the linear difference in scale, starting from the micro that surrounds itself along the architecture, to the landscape and its formation to finally reach the macro scale that responds to the urban fabric or not. Whichever the case, it exists a reciprocal respect between each scale.

In particular with respect to the urban interventions: The decision on the size and location of the architecture school was based on the following: • Size of an architecture school by challenging the existing program • The split between the different disciplines • The positioning near the city center With respect to the program, the decision was based on the following: • Additional program was added with a communal character • Existing housing program was transformed into introverted studio spaces • Additional program was removed to facilitate circulation With respect to the structure • Additional semi-permanent structure to support new program • Re-use of existing structure to support existing program • Secondary structure to facilitate between the two Reflection on the methodical line of approach of the studio and the one chosen by the student The methodical line of approach of the studio was particularly helpful at times and extremely stressful at others. One can relate that experience to designing with your eyes closed while allowing your other senses to take charge. There is a constant struggle between what you ‘see’ and what you ‘sense’. It was extremely difficult at times, to ‘switch’ between what we seem to know from previous experience to our intuition. Harder were the times we tried to control that. At the end, one cannot certify which design decision happened with the practical or the empirical knowledge yet one can definitely recognize the moments that these overlap or switched. An interesting process in which looking back introduced us to the possibilities of our own thoughts and ideas. For that matter one can say that the methodical line of approach of the studio was in a sense there to act as a mirror to the student’s approach. An inviting yet terrifying challenge for every student. It was through that process that the student was faced directly to its own approach.

“Life is a mirror and will reflect back to the thinker what he thinks into it.” –ernest holmes

the house as a studio

intervention 1

08 i1 organization

i1

Type v1 is primarily a facade which aims to project the work of the students to the outside.

The addition of the v1 type was on the NE & SW facades. The NE facade uses the indirect sunlight to control light via a double skin facade into the building. The SW facade also uses a double skin facade where its double layers include a perforation screen & glass for better ventilation throughout the building.

blocks entry

intermediate

allows entry

09 i1 circulation In terms of materiality, it was guided by the idea of perforation. The SW façade glass brick material is used. It lies on the steel structure and can slide along a rail according to different needs. On the left hand side you can see the auditorium which again uses the same grid and steel structure to support the façade, while due to the needs of privacy and light control a double glass façade is introduced.

The diagrams record the typologies offered in the building in terms of circulation, structure, program, solid vs void, etc. In particular, in terms of solid vs void since this building is a courtyard typology it reflects on a very distinct version on what is solid vs what is void. The openings are also very distinct in which can recognize the primary ‘entrance’ vs the secondary ‘gates’ to the building.

Structure was primarily based on accomodating existing elements and

transforming them accordingly to the needs of the ‘new’ program.

Moreover, with respect to the methodical line of approach of the studio and the one chosen by the student was systematized

by Robin Evans notion that architects never work directly with the object, but through an intervening medium, which is more often through the drawing. Therefore, the AAA studio aims to activate radical empiricism in order to penetrate into ones own design mind.

This case study proposes a series of small-scale interventions within the city’s built environment.

These interventions act upon the ambient space’s ability to introduce either program, routing or viewing conditions in the design. At the same time it uses a grid as necessary means to connect the multiple ambient spaces.

Together they construct a mechanism that allows protrusion to existing buildings.

10 i1 experience

11 i1 materiality So the research studied the city and its organization in order to understand how the cell & the grid are related. Through that three types of interventions where found possible, the first involves the ground level, the interior and the façade.

According to the different elements of each department was offered a suggestion in terms of the type of intervention that each one can follow.

I will now turn your focus on the architecture deparment and the go deeper on these interventions. I will begin with the building and move to the landscape part next.

As I mentioned before the façade was a way in which these interventions would join themselves to form an identity. So this view of the building while crossing the bridge entails the movement that this structure will have to facilitate.

The building itself contains of two buildings one that is considered the ‘old’ and one that is the ‘newer’ one. The terms are based primarily on a basis of how adaptive each building can be in terms of each structure.

Therefore, we have a proposed grid for the newer one and maintaining the grid for the other. This also involved a re-thinking of the program which I will explain later on.

So it terms of the structure, there is an addition added on the southwest façade that aims to ‘project’ the interior while acting as a secondary circulation space for its

users. The north-east façade that faces the courtyard, introduces an additional program element in the form of an auditorium. Finally there is a ground floor intervention that allows further movement through the ground floor of the building.

Moreover, the program is split between the two buildings, in which one accommodates the large spaces, such as auditorium, library, exhibition areas. This transforms it into a more ‘public’ building, while the other is primarily filled with studio spaces and has a more private use.

 

 

  

On the rest of the levels, one can see the connection between the two facades through specifically positioned “common spaces” and the structural re-configuration 



   

 



12 i1 program The building itself is divided by two structures.

One that is considered to be the ‘old’ and one that is the ‘new’. The difference between them lies on the program and intervention scale that was made. Both focused on preserving the old, by keeping its existing structure & adapting it into new program. In particular, the old was based on its ability to change program, while the new required an addition of new façades. So this intervention was based on adapting the structure in such way that the program could be projected to the exterior. In addition to that the idea emphasized the co-existence between different programs, and how the existing structure could accommodate for that.

The project initiated a categorization between different types of programs such as housing which is primarily private, or retail which is relatively

public | retail accessible

private | house secluded

common | room accessible

common | studio accessible

semi public | office partially accessible

future use | empty to be determined

public. One can say that in between lie the studio spaces in which one can consider as neither public nor private. In addition to that one can view the addition of completely secluded spaces or ones that are fully public –usually located at the ground floor. The compositor section emphasizes how these different types can work together, and the relationship that could unfold from that.

For example one can notice that there is retail space next to housing, or particularly introverted rooms next to an office. These functions act together to indicate the multiple alternatives that the existing structure of housing can offer.

13 i1 flexibility

The relation between the project and wider social context This project suggests an immediate response between the project and the wider social context. First it sets the grounds to re-think the in-between space, or for the case of this project, the ambient space and it’s potential as a learning environment. Meaning that the relationship between the student and the visitor, the university and the practice can begin to interact. For that purpose, it directly chooses to deal with the neighboring landscape as a tool for the macrograph of the ambient space. Thus, it uses the landscape as a connector between the existing ambient spaces and the ones specifically design for the University. In conclusion, the rhizomatic strategy used for this project in combination to the specificity of each architectural intervention according to current conditions induced the respective thinking in the design process.

A non-linear and site-specific approach that invigorated the multiplicity in the design.

Reflection on the relation between the project and wider social context Looking back this graduation project and studio did not only focus on the future of architectural education but also at the wider social context. It reflected upon the problems that exist now in architectural education, and asked its students to propose a possible intervention that reflects on those issues in the future. This project aimed to study the gap between theory and practice and although a hard task to achieve solely through design, it introduced an array of possibilities included in this idea. Thus, the project did not only aim for a solution to a problem but to introduce the wider context in which the intervention will have to respond in the future. In particular, through the research it cautioned the speed we are moving as daily users of technology while at the same time embraced the challenge in the field of architecture. In the design, it aimed to portray the array of possibilities that structure can offer.

Most importantly however it was that the wider social context was not only considered in the design stages but also to the architecture student directly. Meaning that this studio managed to raise consciousness in a context that did not only involve the student’s design process but also its belief system. Each one of us was given the opportunity to discover ‘what kind of architects we want to be’. A question that is not easy to answer; yet it asks each to student to reflect on the architect’s role in society and their part in that. A invaluable lesson as one steps forward from the academic community to society.

the void as a transition space

intervention 2

14 i2 organization

i2 Intervention 2 was based on the idea of the cell.

In particular it focused on the existing program -which was housing and studied the different arrangements that a housing structure could propose. Interestingly enough the unit used a 3x7 structural grid which allowed for an array of small-scale transformations that were based on that grid. For example each studio was structured upon this grid

and its multiplications, that included a minimum of 3-4-5 cell units. Depending on the needs and also the relation to the common space faรงade area a different type was introduced.

On the drawings you can see the relationship between the old and the new buildings, and their difference in program. On the zoomed in view you can distinguish between the different type cells and how they are placed together to form a whole.

15 i2 circulation

16 i2 program As previously mentioned one of the most important aspects of the project beyond the intervention types was to distinguish between the old & the new. A decision that was primarily based on structure. So the intervention itself focused on the in between-walls while the intervention on the older building it was primarily programmatic, since it maintained the original grid structure. The major addition to this type was the large auditorium space that was added to the façade. It is considered to be the primary element of circulation that also accommodates as a common space between users. It is envisioned that lectures, presentations, crits can happen there, while in the future when the space starts to transform, one can see it being used by its current residents as a common space for interaction.

Through that introverted staircase the project aims to emphasize the importance of the individual

among users while it also allows for an extroverted character to establish at the same time.

facade addition

intervention on the in-between walls

change of program

maintain original grid

The elevation illustrates the conditions in which one should focus on the building. It indicates an introverted condition that intentionally separates certain conditions towards the exterior. An axonometric view of the auditorium is viewed next in which can understand how each spot on that auditorium is directly related to the specific floor yet it aims to connect to the exterior as well as the rest of the spaces. So it is interesting to notice how each set of stairs tries to ‘face’ the other in order to maintain the introversion yet slowly propose a more extroverted condition.

17 i2 flexibility Moreover, the axonometric indicates the size of these spaces which was built as accumulation spaces among the users of the studio spaces. At the same time it manages to distinguish itself from the ‘old’ building since its function lies on the informal program that is created among its users, and not to the specified as more ‘public’ program such as lectures & installations that have specific spatial requirements in order to be successful.

The collage demonstrates the intention of the facade in terms of its projection towards the outside. It emphasizes the cell while it tries to emphasize the common | shared spaces that are developed in between this grided structure.

Thus through framentality one can observe certain accumulation spaces

18 v2 experience

19 v2 experience

20 i2 materiality

21 i2 materiality

“The spectator is a prince who everywhere rejoices in his incognito. The lover of universal life enters into the crowd as though it were an immense reservoir of electric energy. [...]endowed with consciousness, each one of its movements, represents the multiplicity of life and the flickering grace of all the elements of life.� Baudelaire: L’ Art romantique pp 64-65

the landscape as an adaptive scene

intervention 3

22 i3 ogranization

i3

Third and final intervention is the one that focuses on additional program and aims to make it be a common one. In particular it reflects on the existing 3x7m structural grid used on the housing project and proposes a 5x5m grid as a minimum for the intervention. The reason for that was based the ability of a square grid to transform itself into similar proportions, 5x10, 10x10, 10x5 and thus allow similar configurations to the housing grid –thus maintain an

23 i3 circulation introverted character, but at the same time, allow for new additional cases to be added.

In terms of the design itself, the aim was to promote porosity & flexibility among the cells, in which both the material & construction cases were designed accordingly.

For that purpose one can see six different types of cells that act as faรงade, covered passage, room, while respectively they transform into tank, open pathway and furniture.

The section & elevation indicate the composition

of these elements and their relationship to the surroundings. One can see the sloped entry located between the buildings and the additional structure. This condition aimed to focus on the connection between the two interventions while at the same time promoting movement between them.

24 i3 experience

24 i3 experience

26 i3 program Finally, in terms of materiality for the landscape, an approach similar to the building is proposed, in which perforation is again the main goal. This image indicates the use of a gabion wall, that can allow different perforation combinations to the landscape. The interesting fact however is that each box element has the potential to have its ‘own’ wrapper. So if we start by one box, the addition can be with another that only needs one part of it covered with coating material.

27 i3 flexibility

open-fully accessible

semi-open partially accessible

closed-not accessible

28 i3 materiality

29 i3 materiality

30 i3 materiality

31 i3 materiality

32 i3 materiality

33 i3 materiality

34 i3 materiality

35 i3 materiality

36 i3 experience

37 i3 experience