Synopsis
Subsequent to each thematic lecture, students are required to submit a synopsis in the form of reaction paper. Its aim is for the students to read a selected reading in relation to the theme that has been discussed in class for the week and submit a reaction paper of the text. There will be a total of 4 synopses.
A reaction or response paper requires the writer to analyze a text, then develop commentary related to it. It requires thoughtful reading, research and writing. It should identify the key points highlighted in the text and then focus on your personal perspective on issues raised through the text. In addition to your personal perspective, you should identify experiences or insights that have shaped your perspective.
Synopsis 1
Synopsis 2
Synopsis 3
Synopsis 4
Project (A) : The Image of the City
Students are required to present an in-depth and analytical research study on the designated topic. Students are to explore the image of a city based on Kevin Lynch’s most famous work, The Image of the City (1960). The project consisted of 2 parts; the first is to identify Lynch’s 5 elements; path, edges, districts, nodes and landmarks within a selected city and the second part is to produce an essay with a cognitive map of the city.
Introduction
Path
Edge
District
Node
Landmark
Project (B) : An Illustrated Essay with A Cognitive Mapping
Cognitive Mapping
Analytic Paper
Progress:
First visitation:
From what lecturers brief us
before in class, I knew that PPKKCKS is a center taking care for children with
mental and physical disabilities such as Autism,
Down Syndrome, Mental Retardation. Before reaching, I imagine the children
may not willing to communicate with us or scared or disliked our coming since
they were living among themselves for a long time. On the other hand, I also
expected that this trip may be not that easy to accomplish our decision which
was holding on a creative drawing session as I was not familiar mental and
physical situation.
Finally, I with my worries
reached PPKKCKS and the first impression of the kids is different from what I
expected. They are actually more active than I thought .Some of them extremely
friendly and seemed like they have awaited visitors to bring them some joyful
and different experience to their immutable daily life. I can remember clearly
that a girl which I previously misunderstand her as a boy, always smiling ran
to us and keep asking for hug when we first arrived. I was shocked at first but
soon pleased that our arrival did not irritate them but they are happy to have
us visiting. They made me feel so comfortable and my worries before vanished. I
noticed that these children were actually much disciplined but being likely to
respond to anyone that try to communicate with them.
For this visitation, we
tried to understand their thinking in order to create some activities which are
suitable for them in the next few weeks.
me with the kid asking for hug
Second visitation:
After
few discussion within the members of the activities group, we decided to have a
drawing session for the main activity of our second visitation. Unfortunately, not
every children are having a chance to attend this activity due to their ability
to act after we made a confirmation with the principal of PPKKCKS. We brought a
sufficient amount of drawing blocks, watercolor brushes and some dry leaves as well. After we arrive,
we let all the children alternatively sit together so even the children that couldn’t
draw could somehow participate in our activities.
The
children tend to draw what they like, mostly the object around them. One of the
children, Ng, kept discussing with me while she was drawing. Every colour she
used represented something and she wanted me to take many photos of her with
her drawings. I could feel the sense of accomplishment from her smile. How
satisfying and fulfilling she was. There is another child drew all out eyes to
her drawing. The cartoon characters she drew were almost the same with what the
TV was playing.
We appreciated about how
much they enjoying the activity we plan for them and we decided to improve it for
the next time.
watercolor brought
start drawing
kids drawing
kids drawing
me and one of the kid, Ng
Ng and her drawing
we drew these together
talented kid
drawing that similar to the actual cartoon characters
drawings done by kids
Third visitation:
To
arouse the creativity of the children, we use brought some sponges, chalks, buttons and masking tapes as our “drawing equipment”. For this time, they were more
familiar with the color and have a sense of creating a drawing by the stuff we
provided. We had slightly changed the plan from the last time. Larger papers
were used for the drawings so that three to four needed to share one paper.
Instead of quarreling or fighting to get oneself a chance to draw on the
paper, the nicely worked together, discussed among themselves in order to
complete the artwork. After the drawing session, some of the children were even
volunteering to help us cleaning the equipment. The kids were friendly than I
thought and they always satisfied us at the end of thee day.
kids were sharing one paper
contributing together
drawing done by the kids
Art Exhibition:
Few weeks after visiting to PPKKCKS,
we were arranged to help up in art exhibition in Taylor’s Lakeside University.
Before that, our group have gathered to design posters and articles for the art
exhibition. We discussed together on how to make our posters digitally and the
way to display the kids’ artworks in order to make the exhibition more
attractive. During making of posters, I have experienced how to draw people
eyes by the graphic and the inspiring words. On 30 May, all the group members
were preparing for the exhibition few hours ago before it started. I helped setting
up by pasting the name tags of drawings on the panels and cooperating with the
fund raising group in order to promote this exhibition. Soon there were
visitors, I explained to them about how these drawings were created and the
initiatives of us doing this.
I have learnt to communicate with others and answering their questions.
From the conversation with
the visitors, I found out that a lot of them had heard of PPKKCKS. They care
about these children and some of them even asked me if I could sell them the
drawings or they could donate. We invited the children to the exhibition to
enjoy their own gallery. We let the children to draw on spot as this the activity
they familiar with. More people were attracted by them and started to have a
look on their drawings.
After that, we enjoyed a
lovely meal together which was treated by our lecturers, Ms.Suja and Ms.Salvi.
Before the kids went back to PPKKCKS, we gave them a photobook that made of
their drawings as souvenir and took a group photo. After the exhibition ended,
all of us went back satisfied.
preparation
display
display
display
fund raised for the kids
photobook was handed over to the principlal of PPKKCKS
group photos of group members
group photo
Photobook:
Videos:
Reflection:
As a student, I realized
that there were a lot of people that we should care from the society. Community
Service Initiative is a very good platform for us by not just encouraging us to
know about them in basic need but also inspire us to take action, create
connection within them and us. I also touched by people who supported our art
exhibition in Taylor’s Lakeside University. I felt that the society is still
full of caring person that are willing to care, love and contribute to make the
world better. Besides, I realized that Malaysian are more art conscious than I
thought. There were a lot of visitors who are students and lecturers visited to
the art exhibition and enjoy themselves in there.
Throughout the whole event,
I learnt not to criticize people before understanding their situation. I learnt
that everyone have their gift and their losses, nobody is perfect. So we should
think about others’ feeling before making perception. I appreciated that I was
given the chance to meet with those disabilities people that change my
perception of imperfect.
I had such a great time
interacting with them, that I could see myself later in life becoming very
passionate and directing my career toward working with disabled children.
We have so much to learn from them, and it was nothing but a rewarding
experience getting to know and learn about each and every child there.
Taylor's Graduate Capabilities accessed throughout the whole project:
Thinking | architecture
Instructor: Tony Liew
Project 1: Think sheet
A think sheet is a single page typewritten submission of our thoughts in response to an assigned reading. Each of our think sheet should be personal and should reflect our own experiences and values as they relate to the subject of the class. They should be well written and carefully proofread.
It is not about book review. We are not to repeat points
made in the reading and comment on them. It is also not meant to be a literary
criticism. We should not be giving a critique of the reading or to the author's
point of view.
The think sheet should document our own thoughts in response
to the reading. It need not even be on the same topic as the reading, although
it is important that we identify what it was in the reading that stimulated our
thoughts.
The think sheet is to be turned in at the beginning of each
class. We are to submit 8 think sheets.
Below are my think sheets which exposed my personal
thoughts:
Project 2: personal values statement: defining personal values for design
In this project, we are required to produce a personal value
statement (pvs) to outline our characteristics and define our personalities. No
two persons are the same. This is a personal endeavor starting by completing a
basic traits survey followed by exploration and deep introspection in order to
gain or renewed perspective of ourselves.
A PVS is a paper that should be well written and intended to
raise the consciousness of our own background, experiences, and abilities to
promote experience in design that are consistent with our personal values. Its
purpose stems from the notion that design solutions result not only from
objective criteria of user needs, site demands, available technologies,
economic constraints, etc. but also from an often hidden agenda of a designer attitudes
or theories. It is hoped that, by making these explicit, you can not only
sharpen skills in bringing such attitudes to their full fruition, but also
progress toward a clearer, more thoughtful formulation of our personal design
values.
This is my personal value statement (pvs):
And this is my Narrative Video:
Project 1: Fettuccine Truss Bridge
Structure is the most
fundamental component in order for a building to stand without collapsing. It
sits as the main priority that come after the building design stage. Provided
with the knowledge of Building Construction 1 & 2, students were given task
to gain further understanding about the theory on the load transferring in
between the structural components.
Using
fettuccine to substitute the real trusses, students have to construct a truss
bridge to visualize how the forces was transferred among the members. Research
and discussion were carried out to understand the pros and cons among different
configuration of truss bridge. After that, students started to explore and have
a hand-on experience to construct the truss bridge using fettuccine. Throughout
the process, we were able to evaluate and identify the tension and compression
member in trussed structure. We also found out that different arrangement of
the trusses would also affect the load distribution performance of the
structure. Last but not least, we also understand the importance of a
structural design in building construction as it is the fundamental
prerequisite for a building to stand and be supported.
Report
Project 2: Extension of an R.C.
Bungalow
After the immersing of
trusses, the following project required students to to calculate the forces
(Dead Load & Live Load) acting on the horizontal structural members (Beam)
as well as vertical structural members (Column) in the bugalow. The project is
an integrated component where it involves structural theory, force calculation
and basic structural proposal. In addition, this project is designed to allow
the demonstration of knowledge and understanding of building structure.
Group Report
Individual Report
Project 1 : Application of
Building Services
The objective of second
project was the implementation of building services by demonstrating our
knowledge and understanding of services into our previous studio design.
Throughout the project, we were assigned to apply appropriate building services
system and solution specifically to our own design (semester 2 design studio final project). This was to develop our
ability to resolve issues related to specific building services. Besides, the
project also enhanced our capability of designing a practical building spatial
planning and adjustment with consideration of building services.
Upon the
completion of the project, we were able to describe and explain the planning of
building services with total design and construction process. Nevertheless, the
understandings of the installation and rules & regulations of particular
system were improved. Last but not least, the capability of producing services
related plans and schematic drawings were trained through the making of
presentation boards.
Presentation Board 1
Presentation Board 2
Project 2 : Case Study & Documentation of Building Services
System
The assignment introduced
the basic principles, process and equipment of various building services system
through the study and research of real life project. At the very beginning
state, a medium rise building was selected to conduct the study. Visitation to the building Mydin Gombadak and
consultation to the architect and engineer were hold to get the precise
information as well as the details. 4 building system were focused in this
assignment, which were fire protection system, air-conditioning system,
mechanical transportation system and electrical system.
Upon the
completion of this project, we were able to identify and understand relevant
information related to the particular systems. At the same time, we also
understand how does the building works with each service including the
connections and positions of different parts equipment. Last but not least, we
were capable to explain the principles and system as well as space implications
and regulations (UBBL) related to different building services.
Presentation Board 1
Presentation Board 2
Report
Module Introduction
The subject explores the history of South, Southeast and East Asian architecture as a whole within a systematic treatment of architectural design and construction, building science and technology, garden design and city planning through three key components:
Contextual Architecture, historical development and modernization and globalization
These themes will guide the organization of weekly lecture and projects, which will proceed from the establishment of a basic theoretical apparatus to the examination of specific cases.
Themes
Contextual architecture
This component is driven by Design Studio 4 to support your design through extensive research within the within framework of Contextual Architecture in Asia.
Keywords: contexts, adaptive, passive approach, Bioregionalism
Historical Development
This component prepares you with in-depth understanding about the origin, traditional, culture and the development of vernacular architecture in Asia.
Keywords: origins, traditional, culture, vernacular architecture
Modernisation & Globalisation
This component provides an insight into the development of architecture in Asia due to modernization. Issues discussed involve urbanism, national and cultural identity due to modernization and globalization.
Keywords: urbanism, nation, culture, identity, globalization, complexities.
Module Objectives
The teaching objectives of module are
1. Develop critical perspectives on architecture and urbanism in situations where tradition, modernity and globalization intersect through an exploration if the history of South, Southeast and East Asian architecture
2. Provide tools for the analysis of specific architectural situations that inform second year design studios
3. Analyse architectural language and issues based on cross cultural awareness
Project
This project is driven by Architectural Design Studio 4, as an approach to support our design through extensive research within the framework of Contextual Architecture in Asia. The Contextual Architectre framework focuses on students’ review, leading to a well-established case study paper structure and writing. Assessments involve oral presentation and a written paper of 3000 words. The final topic of the paper should be finalized by the fifth week of the course. We had to present the summary of the paper with images in class - which contains an outline of the paper covering issues and themes explored, as well as bibliography.
Presentation board
Paper Presentation
Case Study Paper
Reflection
This project has given me a chance to understand how to write a case study paper in a proper way. I realized how important it is to choose an appropriate and interesting topic that can bring out most of the messages my selected building can convey. The direction of this case study paper was led by 5 questions which are related to the title. By doing this paper, a lot of vernacular and contextual ideas I have learnt based on how deep I analyses. I also leant about how to link the facts that I read about thermal comfort with local architecture. How well the design strategies work to improve thermal performance in response to site context. However, some design cons was realized and it remind me not to implement this kind of strategies in my future design. Last but not least, proper citation skills have been learnt to cite my work and check the plagiarism similarity percentage through the turn in website to ensure the originality of the paper.
After the immerse of Spatial Poetics in Design Studio 3, a wider scope regarding Environement Poetics were introduced in Design Studio 4. Students were required to explore design by harnessing environmental qualities and conditions for human and environment sustainability through projects with a specific community of users within a given context. Using the precedent studies, students explore the environment poetics of the building enclosure that respond to the basic natural context such as the sun, wind, heat, cold, energy issue and the existing building context .
Considerations should be given to the complexity of the programme, site topography and vegetation, socio-cultural events, and variety of passive strategies for sustainable design. The design work should contribute to and merge harmoniously with environment and the site, and provide the best of experiences for the community of users
Project 1
In the first project, the site chosen was a sloppy area just next to the tennis court in campus. The facilities around include 1 basketball court, 2 futsal court and a tennis court. The task was to design a GATEWAY within an open area applying ideas of environmental sustainability in architectural design. The structure should provide both a shelter and suitable environment for users. There is no restriction on structure design or materials to be used nor shall budget constraints other than the unit be practical, useful and manageable in terms of its operations and upkeep. Project must demonstrate sound construction and good understanding of building economics. Responses to the site and existing context and access requirements are essential criteria and consideration in the design.Progress:
Presentation:
Final Presentation Board (3A1)
Model
Project 2(A)
This project calls for a design of
a simple public building with some complexity that includes the complexity of
site topography and vegetation, socio-cultural events, and variety of
strategies for sustainable design.
It explores design solutions that harness environmental qualities and
conditions for human and environment sustainability through a project with a
specific community of users. Students explore design solutions that reduce
environmental impact utilizing clustered spatial typology and passive
design approach. The design work should contribute to and merge
harmoniously with nature and the site, and provide the best of experiences for
the users.
This project requires us to propose a facility accommodating several
related functions such as exhibition, learning and recreation in a suburban
context. We have to develop our own concept for the design based on our
research of the area and environment. This working methid is intended to have
our design in near full-freedom; however we are required to make an informed
response firstly to the surrounding context.
We are assigned to design a Nature Appreciation Center which
contain a specific program which will become the main activities of this
building and response to the surrounding context.
Final Presentation Board
Site Model (Scale 1:100)
Project(2B)
After gained further knowledge about the correspondence site, students started to work individually with respective tutors to purpose the CD&E Center based on the conceptual idea generate through the understandings of their cultural, activities and rituals.
Throughout the design process of this public building, we were encouraged to look for different design solutions in various methodology to overcome design problems such as circulation, vegetation, socio-cultural influences as well as existing structures. Besides, the project also aimed to reduce environmental impacts towards the site and strike a balance between environments, economic and social, thus forming a sustainable contextual design.
Design Process:
Conceptual Progress:
Design Process:
progressive models
progressive model
Interim Presentation:
Board 1 (A1)
Board 2 (A1)
Board 3 (A1)
Board 4 (A1)
Board 5 (A1)
Board 6 (A1)
Board 7 (A1)
Final Presentation:
Final Presentation Board 1 (3A1)
Final Presentation Board 2 (3A1)
Front Elevation
Left Elevation
Rear Elevation
Right Elevation
Section A-A
