Monday, November 10, 2014

Trailer for The Competition

The Competition. Trailer from OFFICE FOR STRATEGIC SPACES/ OSS on Vimeo.

Wednesday, November 5, 2014

Deborah Berke: Inspiration, Drawing, and the future of architecture

Deborah Berke, Deborah Berke & Partners Architects from ARCHITECT Magazine on Vimeo.

Also check out her video on Architecture & Austerity
http://www.dberke.com/av/nbm03.htm

Saturday, October 25, 2014

Students were given a series of quick warm up exercises to help them think creatively and abstractly. The last exercise was 1 hour to revise their models. Quick sketch problems like these can help designers get “un-stuck” when they have trouble figuring out what to do next. Some examples of sketch problems include:

Sketch as many instances of repetition as you can find
How many ways can you draw a path without using a line?
Draw the rhythm of the path(s)
Express as many instances showing the relationship between repetitive elements to the unique
Show all additive (subtractive) elements
What is the underlying geometry of the space?
Show spaces or elements which show a progression
Diagram the symmetry or balance in plan, elevation, and massing
Illustrate the effects of light and shadow on the space
Explain how the unit relates to the whole

Quick model expressing relationship between edges, districts, and paths. Although this model is simple and two-dimensional it is starting to show some interesting relationships between the elements.

The manipulation of the flat surface of the paper is beginning to create spatial relationships between the elements.

This model is basically a 3D version of a 2D diagram. It has no spatial qualities nor is it related to any actual space. The upper model suggests that there may be interesting ideas related to the change in texture from the cylindrical and folder parts of the paper. How and why the model changes in texture may be very interesting.

The Curse of the Great Idea

Sometimes, having a great idea at the beginning of a project can be a curse because it’s easy to get stuck in the sheer wonder of the idea and fail to think critically about it. The project below is a great example of this. The initial idea of using a sequence of slits in a material to create of series of light and shadow effects on the great was stunning. Additionally, it supports a significant campus experience of the play of light and shadow in the corridors and along the edges of the courtyards. Unfortunately, this project never evolved from this point. It continued to be a series of sliced planes with light behind them. There was no development of spatial qualities nor did the model reflect any actual place on campus. Similarly, the diagrams which accompanied this program were linear and placeless.

The first model created some very interesting effects on the ground plane.

Part of the problem stems from the diagrams which also failed to evolve. Each iteration remained a linear diagram. Although it looks neat and rational, it does not reflect how people actually use the space. Nor does it say anything more than a simple path.

Unfortunately, the model failed to evolve into anything more - neither spatial nor grounded to an actual place.

Friday, October 24, 2014

Introduction to Wayfinding Studio Project

Design Project

Wayfinding at Jordanian University of Science and Technology

Tools for reflection about 3^rd Year Design Studio at JUST

Project

Wayfinging at JUST

The Jordanian University of Science and Technology designed by Kenzo Tange, 1986 represents a high point of modern architecture with its rational master plan which responds to environmental issues such as sun, shade, natural lighting, and dust storms. Tange arranged the linear buildings around square courtyards rotated 45 degrees from the cardinal directions. Entrances to each building, passageways to the courtyards, and vertical circulation all occur at the intersections of the buildings. The overall effect is an elegant plaid pattern on the landscape. Unfortunately, the ground this plan becomes disorienting because of its repetitive nature. The lack of architectural hierarchy makes it difficult to understand one’s location in the campus. Even though each façade is articulated differently and the courtyards vary in depth, vegetation, landscape articulation, and pools, the use of a modular system based on 30cm module and the consistent use of concrete and glass reinforce the interchangeability of spaces. Further disorientation occurs at the intersection/entrance nodes. One could expect hallways to continue through such intersections yet they are offset so views ahead are cut off. Additionally, the stair towers are offset 90 degrees so that when exiting a stair, it is easy to find oneself traveling perpendicular to the intended direction.

To combat this and develop a sense of identity, the architecture department painted its internal walls blue. Such a simple move dramatically improves the findability of the department within the campus, yet does nothing to improve general wayfinding.
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The challenge of this studio project is to develop an architectural solution to the problems of wayfinding at JUST. The course will begin with several abstract assignments to help students understand concepts of wayfinding, analyze the campus, and develop innovative solutions.
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The objectives of this course include:

To understand the difference between architectural intention and actual use of buildings
To navigate between conception and pragmatic ideas
To develop the student’s analytical, conceptual and technical design tools and their integration
To enhance the students sensibility to the experiential aspects of design. It’s object will be the human body, its sensory experience and transformations; through touch of different textures, smell, movement, transitions from light and shadow
To help students focus on experiential and spatial concepts rather than formal aspects of design