PLANS

36 textures + perspectives

 

 

 

FINAL SUBMISSION

curved shapes soften the form creating an encouraging and supportive environment

the Dean's elevator and the folly

the bridge, spanning three floors, 

the library

elevator 1 & folly

model

elevator 2

cryengine

LOCATION

Guilin, China

FOLLY DRAFT #1

TEXTURES

DRAFT MODEL #2

elevation

elevation 2

the studio spaces

 

the entrance to the studio spaces

INSPIRATIONS

BIG - Warsaw Museum of Modern Art

STEVEN HOLL - Ile Seguin

SANAA - Okurayama Apartments 

SKETCHES

plan ground

plan above ground

section 

STUDIO WORK

PLAN TO SECTION

purple    library

green     lecture theatre

blue       student meeting area

orange   studios and computer labs 

elevation

entry way

TWO POINT PERSPECTIVES

SPACIAL EXPERIMENT

purple: staff spaces - including offices, research centres and meeting places 

orange: lecture theatre

green: gallery space
red: library
blue: student spaces including studios, workshops, meeting places and computer labs 

these spaces are not to scale but merely represent the relationship between different spaces

ONE POINT PERSPECTIVES

ARTICLE MASHUP

You will attend history, theory & technology lectures and computer aided design tutorials, have essays to write, site visits to go on, and visits to buildings and places of interest. self-realisation on the part of the students could not be achieved through spoon-feeding; and that there needed to be a combination of the empirical and the poetic if a productive sensibility were to be achieved. the education of architects should include in much greater degree than it has, an acquaintance with industry, business methods, economics, and the study of structural sciences. collaborative learning focusing on development of personal style not ‘historic forms’. However, students’ work should be heavily grounded in an understanding of architectural and social theory. design studio both as a ‘didactic reconstruction of professional practice’, and as the occasion of the synthesis of the technical and the intellectual,Provide opportunities for hands-on building projects; and…specialist areas of study…for example sustainability, urban design or construction technology. Though repulsed by the idea of students as ‘oven-ready turkeys’, … schools should deliver a sound technical education. Skills in problem-solving and team-working are also developed through project work. the architect had to be an intellectual, that is to say someone who could be reflective about their own time and their own activity. to help evolve your own 'style' abolished the competitive method and substituted individual instruction schools should focus on both traditional model making and drawing while being able to competently use new technologies. In this generation, architectures students act as a bridge or transitional generation between the traditional architects and those heavily reliant on virtual technologies

sources:

'can architecture be taught?'

'dogma, design or technical details: How should architecture be taught?'

'"Architecture should be taught as practical business" declares Hudnut, New Harvard Dean'

FORMATTED SUBMISSION

FINAL SUBMISSION

The built form frames the landscape directing the individual’s vision to the surrounding mountains reinforcing their humble existence

The Space Between rises from the water and is accessible only through a thin walkway. The individual is reminded of their small presence as the fast moving river and heavy built form surrounds them.

A view from the bottom balcony; the built form is deeply interwoven with the environment. The individual is lost in the grand scale of the surrounding landscape and the built form that clings to it.

crysis model and sketchup model