Carson Kwong
Marking Schedule 1 completed by Carson Kwong from Catherine Bakker's Tutorial Group.
Ellen Ogoy
Marking Schedule 2 completed by Ellen Ogoy from Terrence Chau's Tutorial Group.
Monday, April 27, 2020
Sunday, April 19, 2020
Experiment 2 - Draft Submission
Assessable Outputs as of 27/04/2020
ASSESSABLE OUTPUTS: 1 Theory, 3 sketch perspective drawings, 36 custom textures, 2 animated drawings (one axonomentric one perspective), 1 SketchUp model that includes the two moving elements, 1 Lumion environment (or Podium setup in SketchUp), 5 real time image captures on a Blogger weblog.
Theory (Complete)
Original:
Update:
3 Sketch Perspectives (Complete - to be updated)
Original:
Two point perspective variation:
36 Custom Textures (Incomplete - 50% complete)
2 animated drawings (Incomplete - 50% complete - to start over by hand)
1 Sketchup Model with two moving elements (to be further resolved and incomplete - PRIORITY)
Draft model:
Move!: (One draft animation)
1 Lumion environment (Active - 3 iterations as of 27/04/2020)
5 Real time image captures (Incomplete - requires moving elements)
Move!
IDEATION PROCESS
In terms of moving elements, I wanted to think about how I could strengthen my scheme all the while created a balanced form of architecture that worked with my theory and circulation.
From a previous site analysis, I knew that the common space area I had proposed was engulfed in sunlight which would be beneficial for the well-being of the inhabitants of my bridge in design.
My primary idea was to have a fractured pavilion style element which would split apart and slide and swivel down to form stairs. The pavilion would be a form of sun control and would shift according to 'two modes' in the school of architecture. A 'studio mode' would have the pavilion concentrate light and focus it into the particular space while 'social mode' would engulf the architecture in light - completely changing the experience.
Making the common space stairs a moving element would also force students to use a separate, adjacent flight of stairs during 'studio mode' which would be far more inconvenient but increase studio productivity.
For my second moving element, I wanted to really focus on the relationship between the different end users of the school of architecture. That being the staff and students as well as their respective spaces and how I could enhance the relationship between them.
The second moving element will be primarily active during 'social' mode and I was hoping to have a ornament that would from a 'bridge within a bridge' to provide greater convenience between staff and student amenities, but also passively strengthen the bond between them and generate a sense of community.
National centre for Performing arts in China.
According to tutor feedback, I also got the idea to dramatically change the shape of the architectural building between the two modes to further enhance the experience.
Moving Element in Sketchup (DRAFT)
Animations
Draft Animation 1:
The initial animations serve as a means to communicate the concept and are not completely accurate in terms of the idea I had in mind. I am working towards resolving the moving elements of the building so that it is significant to the architecture and is thus more so 'movement in architecture' and 'not moving architecture'.
Draft Animation 1 with Context:
The initial animations serve as a means to communicate the concept and are not completely accurate in terms of the idea I had in mind. I am working towards resolving the moving elements of the building so that it is significant to the architecture and is thus more so 'movement in architecture' and 'not moving architecture'.
LUMION ANIMATIONS
Images
Before:
After:
After:
36 Textures Relating to Movement
Textures Initially applied in Sketchup:
Rotational:
Temporal:
Transitional:
Draft Sketchup Model (In Progress) (From Week 2 to Week 4)
3D CAD MODEL DEVELOPMENT OF SCHOOL
USED FLOOR PLAN AND SECTION:
(See previous post for process and justification)
DEVELOPMENT PROCESS
Overall the development process was quite difficult. After missing out on feedback during Week 3, I made an effort to rush development of a draft to make logical and tangible sense of my sketches in 3D - something I should have done in the first place.
I found that while I had a vivid idea of how I wanted the architecture to be constructed and where each space and floor intersect and merged together - I did not have enough time to fully resolve the design to a level of detail and communication that I would have liked as a result of the design being very difficult to draw in Sketchup.
While the structure looks complex, I still thoroughly know what direction I want to take in the final few weeks - but this will require more effort and learning of Sketchup mechanics to push the software and resolve the design in the way I want it to look.
I should also draw some more sketches of the building concept to clarify the architecture and communicate my ideas to others outside of Sketchup, during the development process.
2 LUMION RENDERS
Updated Theory
The theory was updated to include the adjective "behavioural" to describe the key word practice and add further clarity
Animations
6 rectangular prisms which convey a summary of my design in an animation
AXONOMETRIC ANIMATION
TWO POINT PERSPECTIVE ANIMATION
Tuesday, April 14, 2020
The Plan
PRECEDENT PLAN
Frank Gehry's Guggenheim Bilbao Museum, arguably one of his greatest works which shaped the framework of contemporary architecture.
I chose the Guggenheim Bilbao not solely on its impressive appearance but because it provided me with the opportunity to freely experiment with preset, interesting shapes and form.
Frank Gehry's work strives to emulate and express a sense of movement in both the circulation and form of his architecture. With the potential moving elements and already existing circulation of the new school of architecture in mind, I needed a precedent plan that was flexible to compliment my complicated ideas about circulation and a 'central space' within a bridge.
The precedent plan of the Guggenheim Bilbao will be a interesting aspect that will shape the school of architecture and will be a different kind of challenge versus re-imagining a more rectilinear and simple precedent plan.
PLAN DEVELOPMENT
PHASE 1
I began the development by retracing the floor plan as I saw it on tracing paper. With the general bubble diagram I had in mind, I attempted to stay truth to the essence of the task and to be spontaneous when assigning the spaces required by the brief.
The result worked fairly well, but I wanted to manipulate the shape of the plan to better suit the urban context and as such, integrate a greater application of originality and innovation.
PHASE 2
I continued the plan development by studying the site's context with the resources I had available to me. Particularly, I tried to explore how might the form of Gehry's Guggenheim Bilbao might connect to the buildings surrounding and inclusive of the square house.
I tried to go about this by tracing the map of the urban environment in addition to the Guggenheim plan to layer both drawings and examine the relationship between them.
I found that in order to suit my ideas of circulation, the precedent plan needed to be significantly rearranged by controlling the its form to be slightly linear, yet curved all at once.
PHASE 3
Thus, based on previous results, I began to redraw the plan in a more thin and condensed variation, significantly moving elements and the 'arms' of the Guggenheim so they were 'acute'
Through this re imagining, I was able to identify which space and shapes needed to be moved closer together or reconsidered when thinking about the pedestrian circulation and the flow of the overall architecture of the plan.
Evidently, I started edging closer to a desired plan form and spatial distribution by experimenting which components to curve and move around.
The plan colour coded to identify the spaces required by the brief and to later infer the relationship.
PHASE 4
I drew another iteration to visualise what the plan might look like once I had moved elements and constructed spaces I desired.
A revised shape enabled me to insert the sketch into the urban context to see how it might interact and connect to the environment in a much more accurate depiction.
I drew one last thinking drawing to critically think about the precedent plan I had manipulated.
FINAL PLAN ITERATION AND CONNECTIONS
Final Plan - each of the spaces surround a common space at it's centre and wraps around the urban context to foster the relationships of the new school of architecture through an open environment.
SQUAREHOUSE
The Bridge will ideally connect to the Squarehouse via its outdoor veranda (see affected red area). This will allow the opportunity for the the two buildings to become entwined with one another. The Squarehouse also boasts two levels of verandas which may become an interesting development as the architecture develops.
ROUNDHOUSE
Since I had an idea for the Roundhouse being a central space of social interaction for the cohort of 100 students, I conceptualised the Bridge to rest just above the building and curve in a manner which compliments the Roundhouse's circular form by protruding the central common space platform to resemble the shape of the 'Beergarden' which rests a few levels above the ground plane. The Bridge could extend the stairs closest to the roundhouse's Beer-garden as a another form of entry into the school.
I had also thought of a concept of utilising the northern flight of stairs of the roundhouse to provide the Bridge with another entry/exit which will reside near a proposed Library + Computer Lab space should I choose to extend it.
BLOCKHOUSE
In a similar veil to the Squarehouse, I wanted to use it's staircase to connect to the Bridge through its plateau. This would seamlessly intergrate the new architecture into its existing urban context without causing too much interprution to the natural environment.
Additionally, these stairs are positioned closer to the main walkway which will enable the school of architecture to become visible and potentially negate the threat of the school of architecture having an entrance which destroys too many trees - allowing me to move it closely to the Roundhouse entrance and further facilitate a sense of community.
POTENTIAL CONNECTION TO LAW BULIDING???
An idea that keeps recurring in my ideation process, a connection to the law building is one that I haven't been able to be fully shut down. As such, I wanted to address the potential that I could make the connection between the two buildings with the strongest points in favour being strengthening the relationship between the faculty of architecture and law, extending the library and thus its spaces, and finally, providing a sense of ethos, pathos and logos which encompasses law into architectural education.
Perhaps a draft model of a connection may be needed before I make my final decision.
SECTION
To begin tracing the section, I started from the beginning by using the fundamental Guggenheim plan and establishing a datum line.
Sketch of using the plan as a section.
Of course there are still flaws to be resolved in terms of the spatial distribution of the spaces and scale. However, the section, plan, circulation and perspectives in conjunction with the theory as they stand are a solid foundation to progress and work together to create a balanced form of architecture that can be significant and distinctive.
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