Architecture Design Studio

UNDERGRADUATEPROGRAM OFARCHITECTURE

UNIVERSITASINDONESIA

Copyright the editors, students, authors, photographers,and Department of Architecture Universitas Indonesia

Published by theDepartment of ArchitectureFaculty of EngineeringUniversitas IndonesiaKampus Baru UI Depok 16424

T : +6221 786 3512F : +6221 786 3514W: architecture.ui.ac.id

Editorial and Design TeamVerarisa Anastasia UjungM. Mirza Yusuf HarahapMikhael Johanes

2015

ISBN 978-979-97217-9-2

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CONTENTSFOREWORD

EDITOR’S NOTE

DESIGN STUDIO LEARNING: TOWARDS LIFELONG DESIGN LEARNER

...THE WAY WE SEE DESIGN STUDIO

ARCHITECTURAL DESIGN

STUDIO DESIGN LEARNING ROADMAP

DESIGN LEARNING SEQUENCE

ARCHITECTURE DESIGN STUDIO 1





CONTRIBUTOR

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FOREWORDArchitecture discipline is a creative field with constant challenges for ‘creating’ and ‘making.’ Design learning becomes a core of architectural education, where challenges for creativity and innovation should be orchestrated with the demands for appropriate responses towards the contextual needs and issues of the society. This documentation is a snapshot of the design studio at Universitas Indonesia; it exposes a range of approaches throughout the design curriculum. Our attempt to document design studio learning approaches at Universitas Indonesia essentially becomes our reflection on how the design curriculum could respond appropriately to the academic challenge as well as the demands of the practice and society.

Yandi Andri YatmoHead of Department

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EDITOR’SNOTE

Architecture school is a place where many ideas, constrains, issues, etc. collided. There is a creative process behind tangibles and numerous intangibles involved in one architectural design studio. It is an expression of an open attitude towards different process of design: the established system as the nature of architectural studio and the interaction between individual perspective, collective visions, and the continuous flow of discourse.

“To pay attention that is our endless and proper work.”Mary Oliver

This book is an embodiment of ideas, thoughts, and creative endeavors; an emphasis to pay attention. Materials gathered here are records of the core ideas, methods and knowledge of each architecture design studio class and students’ projects wrapped in one book as a series of concerns regarding the development of architectural education.

The intention of cropping something original is an indigenous way of communication. We hope through this book the interaction and creative experience embedded as a sequential thrill, an inspiration, signifies a link, a series of redirection of the story behind. The cropping action of architectural design studio in this book opens up a new frame to ideas, discernment, and attitudes of design.

Cropping also indicates a space to be filled in, creating a space for different perspective and aspirations as a line to be drawn. The students’ design projects reflected our engagement on the knowledge that brought us to where we are now; an identification of a period and a manifestation of context and culture. It is also a space where the future will be built upon.

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Design Studio Learning:Towards Lifelong

Design Learner

The main educational philosophy behind the design studio learning at Universitas Indonesia is to promote the students as lifelong learners of architectural design. Four years of learning essentially provides a foundation of design learning from which the graduates will develop and expand through their further experiences or further learning.

The current design studio approach at Universitas Indonesia reflects a shifting attitude towards what and how the students learn in design studio. The development of design studio from time to time in the last few years has shifted our attention from ‘architecture as the buildings’ to ‘architecture as a living space.’ And now our approach is moving forward to focus more on the act of ‘finding architecture.’ The brief of each studio is provided in the form of ‘a trigger’ for the students to respond through various acts that are relevant to designing. The trigger becomes a corridor for learning, in which the students could move freely to define their individual responses in the forms of creative design ideas and development.

Architecture design studio as the main core of architectural education should be ongoing constructivist learning platform which provide meaningful design learning experiences for the students. It prepares the students to be able to construct their own understanding, to develop necessary skills, and to become resourceful as a learner and as a designer. It prepares the students to appropriately respond to any changes and challenges in the future.

Paramita Atmodiwirjo,Senior Lecturer

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AT UNIVERSITAS INDONESIA

This is the waywe see design studio

… as the main core of architecture curriculum

… as an opportunity to explore, to exercise, and to experiment

… as a field of inquiry, innovation and invention

… as a place to think and to work

… as a medium to collaborate

… as a culture of learning

… as a manifestation of how knowledge, skills and attitudes are integrated

… as a foundation to move forward to further learning and practice

… as a challenge to continuously renew architecture design learning approach

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ARCHITECTURALDESIGN

The main learning outcome of architectural design studio at Universitas Indonesia is the ability to think critically and creatively, and to demonstrate such critical and creative thoughts through development of design ideas. Architectural design learning is implemented through Design Projects, in which various knowledge and skills are integrated:

Factual knowledge: understanding and formulating design problem which are abstract, qualitative, and related to socio-cultural aspect of human space/activity

Living space context with environment, ranging from micro/local/ personal space, family, community, up to urban/rural environment

Engineering aspect such as structure, tectonic (including building materials), building physic, building utility, and interior element

Design methods - Communication technique

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STUDIODESIGN

LEARNINGROADMAP

architecture

design studio

1

architecture

design studio

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communication

foundation

art

body-space-time

ecology of self

human sensory

human movement

inside/ out

site-specific space

daily life-cycle

spatial quality

program

tectonic

inhabitation

precedent

dwelling

ideas of growth

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architecture

design studio

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architecture

design studio

4

architecture

design studio

5

basic design methods reality

type

typologies

top down

bottom up

issue

community

society/ public

urban context

social/ cultural

materiality

structure

construction

technology system

building utilities

building physics

sustainability

ethics

code compliances

urban

synthesis

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DESIGNLEARNING

SEQUENCE

Architecture Design Studio 1 to 5 is a sequential progression of design knowledge and skills, as the main core of architectural education. Each studio reflects different focuses of design learning. Each studio contains a range of knowledge and skills which also reflects growing complexities of design problems and issues, as well as a range of spatial scales.

Architecture Design Studio was preceded by foundation studies in art and communication. These foundation studies equip students with various basic skills that prepare them for further works in design studios. Architectural Design Studio 1 to 4 presents a range of basic design methods: from body-space relationship, basic programming and tectonic approach, typology-based and issue-based design, to technology-based design. Architectural Design Studio 5 is an opportunity to move forward to design exercises that is closer to the reality of practice, with the demands for code compliances.

We could use the analogy of learning to swim to describe design learning in undergraduate education. In learning how to swim, each stage is aimed at promoting students to master certain swimming style. Thus at the end of the study, students are able to swim in different styles, although the distance is somehow limited. In architectural education, each design studio should promote the students to learn certain design method. The opportunity of acquiring knowledge and skills in each design method becomes more important than reaching the furthest distance only with one method. In this way, design learning at undergraduate level becomes a field of exercise for the students in various design methods, rather than to prepare them to become a master in only a single method of design.

Yandi Andri Yatmo

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ARCHITECTUREDESIGNSTUDIO

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Learning objectivesAble to design single function space through self- association approach to understanding human beings and space.

SyllabusArchitectural Design 1 is an early stage and critical for introduce students to interior architecture discipline through imaginative, creative, and innovative space design. Interior Architecture knowledge encompass basic comprehension about meaning and personal space experience, interaction between human body and space quality, then understanding site and environment context as experienced by human body. Design activity consist of series of activities from gathering information, defining problem, analyzing, and making critical decision for formulating action strategy toward human space, ability to think in three-dimensional way through space design exploration, also communicating design idea.

PrerequisitesStudents have taken Communication Techniques in Architecture; Students have taken or is taking Building Technology 1

AssignmentDesigning a space that is implemented through a simple self 1:1 scale model;

Designing a room for an episode of human life.

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PROJECT 1“ A SENSORY MACHINE”

In this project the students will exercise the understanding of human body as a living entity within the context of space and time. The main task is to create a sensory machine with primary purpose of providing certain sensory experiences for that living body.

Understanding human sensory experience and human movement in space will become the beginning of your exploration. A series of exercise will guide the students to deal with some questions to explore the relationship between body, space and time.

The next challenge would be to develop creative ideas of a sensory machine to contain a series of sensory and movement experience for the body. The idea of a machine requires the student to think carefully about the interactions between elements and how all elements work together to form a rich spatial experience. It is important to define clearly the purpose of the machine and to explore the possible mechanisms to make it work in a comprehensive and creative way.

Careful attention and awareness of the students’ own body-space-time becomes very essential in order to complete this task. The exploration will not only include the inquiry of human body, senses and movement, but also involve the exploration of spatial qualities, the development of the creative ideas, and the study of physical and environmental materiality in the realization of the sensory machine.

How do we interact with our surroundings? What senses do we use in each interaction? How do the elements in our surroundings affect our feeling and action? Why and how do we move? How do our body and our experience change from time to time? From place to place?

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Architectural space becomes meaningful when it could appropriately accommodate human body as the user of the space. The three dimensional models in 1:1 scale could become the media for exploring the relationship among human body, spatial experiences and the materiality of space. Learning through 1:1 models allows direct experimentation of sensory-motor experiences and emotional responses of human body in space. At the same time, learning through 1:1 models also allows theexploration of tectonic process, to gain an understanding of spatial elements, materials and building system as interrelated components of architecture.

Learning through 1:1 models becomes an alternative approach of comprehensive design learning, from generating and exploring spatial ideas to the materialization of ideas into the real, built space that could be directly experienced by human body. Knowledge and skills acquired throughout the learning process become an important foundation for further design learning in the subsequent stages. As the design issues and contexts become more complex, the understanding of architecture as space for human body should remain to be the primary consideration in design process.

Paramita _ coordinator

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PROJECT 2“ CREATIVE SPACES FOR CREATIVE IDEAS”

For an artist, process of creating art is a part of life. Works are embodiment of self-expression and individual principle of the artist. Nature is one of inspiration source that will never die. Nature becomes a place to create art, the container for the whole process that will bring into being ideas - space of inspiration, space of perception and appreciation and of moral values, also a space to generate a works of art.

Students will develop an idea of self-space for temporary living to an artist in process of creating works of art that will last 3-4 days. Process of developing of ideas starts with the dialog between students and an artist as a “client” in order to dig deeper in exploring the quality of space that needed by the artist.

Furthermore as a designer of space, students will continue to explore and devise the idea of temporary living for an artist. Exploration process involves translation of essential quality of space for the artist, which will be realized through elements in creating site-specific space, through various accurate and creative communication media.

How does the creative process of an artist happen? How far can nature act as a source of inspiration in creating works of art? How do the process of appreciation of natural values and reflecting those values into making a works of art? How do the artist feel and the condition of physical as well as mental of the artist in the process of work? What are the needs that must be fulfilled to support the everyday needs within 3-4 days for an artist in the process of creating works of art?

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Learning objectivesAble to design main social group space through the idea of dwelling by concerning the lifecycle and daily activities of the main social groups.

SyllabusArchitectural Design 2 propose critical problem about living space in urban community context, through dwelling design. Design knowledge include dwelling meaning comprehension, observation and analysis of main social group (KSI), comprehension in physical and social context in design, development idea of space quality creatively, formulation in organization and space program that be the base of integrated space development idea, that communicated professionally.

PrerequisitesStudents have taken Architectural Design 1 Students have taken or is taking Building Technology 2.

AssignmentMake a comprehensive study of precedent of dwelling space with quality design and best technology. Designing a space for main social groups/community.

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PROJECT 1“LEARNING FROM DWELLING PRECEDENT”

A key objective of this course is the students’ ability to demonstrate the understanding of programmatic, tectonic and atmospheric of the dwelling precedents. The clarity on understanding the design ideas and processes of each precedent is essential in this project. The students are expected to implement the design ideas into further creative exploration of remaking and recomposing the design ideas through such models and diagrams. They are highly encouraged to develop the unique and creative way in consideration to recompose the design excellences.

Dwelling Precedent ExamplesS-11 House 28/29Toda House 30/31

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PROJECT 2“DWELLING FOR A FAMILY”

The task is to design a dwelling for a family. The students begin with defining a dwelling scenario based on the everyday living of a real family that consists of at least three members. Unique characteristics of the family might become an opportunity to develop a specific and rich scenario. The dwelling scenario should incorporate the ideas of growth as a part of everyday living of the family, with spatial implications not only for the present but also for further years. It also needs to include ideas of urban contemporary living aspects that are relevant to the family (lifestyle, technology etc.). The design should demonstrate an integration of programmatic, tectonic and atmospheric approaches into a whole design scheme. Design ideas will be developed based on thorough exploration of how these three approaches are interconnected and materialized into spatial elements, responding appropriately to the family dwelling scenario.

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Learning objectivesAble to design a public place through architecture type, and design-based issues, and exploration of the idea of form and quality of space creatively

SyllabusArchitectural Design 3 propose critical problem about human living space with socio-culture complexity in commercial space setting with an approach in exploration form idea and issue-based. Design knowledge include public meaning comprehension, functional type breakdown, space program and organization, keyword development, commercial public building concept and its explanation in space design, formulation of initial statement that issue-based, program development and its explanation in space design.

PrerequisitesStudents have taken Architectural Design 2 Students have taken or is taking (Urban Design & Planning) Introduction to Urban Context.

AssignmentDesigning a space in the context of the social environment architecturally; Designing a space in the context of a more complex urban environment.

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A key objective of this course is the students’ ability to demonstrate continuity and consistency of thinking and understanding among different aspects of the work, from the beginning right through the completion of the design process. In addition, the students are also expected to demonstrate creative exploration and expression of ideas, and they are highly encouraged to develop the unique and distinct way to respond to the design issues.

The core task of the students in this design studio is to conduct a design work, which requires their ability to integrate five main aspects: architecture, urban contexts, structure, building services and communication. The learning process begins with a ‘trigger’ that provides direction for students’ learning through a design project. The ‘trigger’ did not explicitly mention the title of project of certain types of building the students will work on. Rather it provides general illustration of the background, contexts and key questions that the students need to address in order to formulate their own projects. It also defines the scope and complexity level of the projects so that all students are more or less work on projects with comparable levels of complexity.

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PROJECT 1“TOP-DOWN EXERCISE ON DESIGINING PUBLIC PLACE”

At the Millennium Summit in September 2000 the largest gathering of world leaders in history adopted the UN Millennium Declaration, committing their nations to a new global partnership to reduce extreme poverty and setting out a series of time-bound targets, with a deadline of 2015 that have become known as the Millennium Development Goals.

The Millennium Development Goals (MDGs) are the world's time-bound and quantified targets for addressing extreme poverty in its many dimensions-income poverty, hunger, disease, lack of adequate shelter, and exclusion-while promoting gender equality, education, and environmental sustainability. They are also basic human rights-the rights of each person on the planet to health, education, shelter, and security.

1/Eradicate Extreme Poverty and Hunger2/Achieve Universal Primary Education3/Promote Gender Equality and Empower Women4/Reduce Child Mortality5/Improve Maternal Health6/Combat HIV/ AIDS, Malaria and Other Diseases7/Ensure Environmental Sustainability8/Global Partnership for Development

Explore more: http://www.unmillenniumproject.org/goals/

This project will consider the role of The Millennium Development Goals (MDGs) in promoting the achievement of basic human rights. By addressing one of the goals you can generate what architectural types can be utilized to enrich the wellbeing in a community life.

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This project begins with the creative exploration of one of the goals and how it may relate to the idea of architectural type. This creative exploration will be the basis of students’ proposal in relation to a public institution that reflect the depth understanding the idea.

In the process, the students need to study five precedents of built environments that are relevant with the exploration about the chosen goals. The vigorous study of these precedents is essential to uncover the goal and mix of actors, actions and relationships involved in the goal.

As the proposal of public institution is dedicated for community, it is important for the students to consider the issues of public and private embedded in the goal, in addition to shared setting, locale and existing knowledge that maybe present in the community.

We expect that the proposal will provide advancement of community wellbeing in their daily life through the creation of place making. Thorough reading and creative interpretation of the context will form an important basis in developing the ideas.

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PROJECT 2“POETICITY”

By poetic “unconcealing”, the world (truth) is brought into presence (Norberg-Schulz, 1983).

The students are challenged to examine the idea of ‘poetic’ as a part of the process on examining the poetic operating system within the context of an urban environment. The students are challenged to imagine and reveal the poetic depths of making within the potential of the given environment. To help the students explore the trigger further, they may argue or explore several key questions below:

The understanding of ‘poetic’ may further direct students’ attempts to read and re-read the existing poetic lives of an urban environment, and to identify the relationships between poetic sensibilities in architecture to its environment. Then the students are required to make a proposal on how you can intervene in the built environment of the cities in responding to these issues. In working for this project the students are not restricted to certain building types. What is expected from the students is the ability to raise some fresh ideas on how the ideas of poetic may contribute to the reality of urban environment. Students are free to propose any ideas to tackle the issues of ‘poeticity’ and architecture in an urban context.

What is the role of poetic in the making of architecture? How could poetic qualities be recognized or experienced in certain moments? How does the moment of poetic intensity influence spatial context?

How do the multiple experiences of poetic respond to the influences of the city? Where do they take place?Can we understand our urban process in the same way as we understand the poetic process?

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The studio encourages both collaborative and individual works. Students work in groups at the beginning phase of understanding contexts. Then each individual works on certain issue and discovers a unique way to contribute to the same contexts. The students work on their individual projects, which they define by themselves based on their own analysis and understanding of the major issues given at the beginning of the task. Following this individual definition of the projects, each student develops his/her strategies to complete the projects, which may be different from other students. However, the development of the students’ works should follow certain milestones. During their work in the studio, the students may consult different literatures and resources that they consider important to complete the project. But certain general resources are given to the all students through compulsory readings, lecture series and workshops. These resources provide general outline of knowledge that should be acquired by all students. Then students are required to further develop their own understanding through independent study, and consult other resources based on their needs in their individual project.

Yandi_coordinator

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Learning objectivesAble to design a building through the approach of development ideas of technology

SyllabusArchitectural Design 4 proposes the design space of living space by focusing on aspects complexity of building structures. Knowledge of the design include the development of the idea of portable architecture in response to conditions of disaster or other special conditions, as well as the development of the idea of iconic design in the urban context. Knowledge of site and environmental context includes an explanation of the design through an understanding of the physical condition of the site and its urban context and sustainability considerations.

PrerequisitesStudents have taken Architectural Design 3 Students have taken or is taking Building Technology 3�

AssignmentDesigning a portable architecture in response to conditions of disaster or other special conditions; Designing public buildings which are iconic intervention in the urban context.

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PROJECT 1“PORTABLE ARCHITECTURE”

The students’ challenge is to develop a prototype of a portable architecture to accommodate certain temporary needs. For this semester it is emergency shelter.

The students need to propose the design of an architecture that can be constructed easily and immediately when needed, and could be assembled by a small number of people. The design of portable architecture should demonstrate the understanding of a complete building system.

The project will begin with your brief analysis of the contexts, both the physical and the social contexts. Then the students will be more focused on the experimentation of structural logic and construction methods. There are some aspects that the students need to consider in the development of the ideas: use of materials, methods of construction, details, joints and assembly, methods of transport, and cost of production. Some sustainability strategies also need to be demonstrated in the design proposal. At the end of the project, the students will need to communicate their ideas both for the users and for the construction agents involved.

This project begins with the creative exploration of one of the goals and how it may relate to the idea of architectural type. This creative exploration will be the basis of the proposal in relation to a public institution that reflect the depth understanding the idea.

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PROJECT 2“THE ICONIC”

This studio focuses on exploring unique means of redefining and inventing the role of public institutions and their relevance to urban life today and in the future. This studio extend the students’ capacity for more investigate thinking about ‘iconic architecture’. The main topic, “The Iconic”, presents studio project that relate to the specific area of building structure: high-rise and wide span.

What is iconic? What is high-rise? What is wide-span?

How does the bigness perform?What do we know about the site where the action will take place? (given)

Through critical analysis of existing urban context and the exploration of new programs, this studio re-appraise and define the “iconic” way of life in architecture.

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Learning objectivesAble to design space by integrating knowledge to solve design problems, by the theme given to the urban site in complex activities.

SyllabusThe design of space through the formulation of a formal type of function and schematic, after analyzing several precedents existing project. Defines the design concept or theme of space to be developed in the configuration of the exterior and interior design. Defining a complex activity on land up in accordance with building regulations considering sustainability. Formulate principles of information structure, and tectonic principles of the following construction details ME and utilities. Presenting outcomes and maintaining all the design solutions in the presence of internal and external reviewers.

PrerequisitesStudents have taken Architectural Design 4

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PROJECT The Kota Tua Jakarta has been leftover by the Jakarta Government for years. No serious attention and action have been given to this historical area. It is true that many old Dutch and Chinese styles building are still there at their original locations, but many of them are experiencing the process of decay. Urban pattern and physical seting, suprisingly, still maintain and bring about picture of the past. The memory of the place is still there. Real action must be taken to make all these architectural and historical treasures alive. However, the fact must be faced; the city is changing with the passing of time. Making a place alive is not simply talking about “appearance”but, in a broader term, it is about “presence”. The latter involves not only physical and visual quality, but also intangible quality of a place, such as psychological attachment with the people. The Kota Tua Jakarta must be “known” as a magnet or destination to quench the thirst of historical knowledge, and an escape from the pressure of daily life. It is the challence of this studio, that students have to propose a project, encompassing the above mentioned qualities without being engulfed with romanticism of the past. The project must introduce a new concept of how the past sustains to live as an integrated entitity among present and future existence. The Kota Tua Jakarta must be a chamber of memory and curiosity. Having just a memory will bring images of old buildings across one’s mind. By adding curiosity, the project offers excitement that will pull the crowd to come.

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Stage 1 : Master Plan (collaborative work)Site : Secondary data collection

Site survey: Kota Tua & SingaporeProgramming & Precedent

Urban Analysis & InterventionMaster plan Kota Tua

(Report, Design, and Model 1:500)

Stage 2: Project Proposal (individual work)

Programming & PrecedentSite Analysis

Design explorationDesign development

Presentation

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CONTRIBUTORS Adriawan RachmanAlbertus BobbyAlfino FadjarAlhayatul RifqihAndro KaliandiAnnisa AninditaAnnisa KusumawardaniAquila CarolArdini AzzahAron AditioBelia AstoriaBella SeptiantiBellanti.n.eBenny ChandraBilly YansenCut Alisha ShabrinaDeassyDidha Igasi MarindraDio GunaDyana Wiranti NabilaHeru NugrohoI Gede Eka PradnyanidaIndriani PratiwiJuni WinartoKanigara Ubaszti PKevin Aditya GiovanniLarashintya G.Laura DominikaM. Farhan BaronaMarandra GhifariMezano MuhammadMikhael JohanesNaufal HendrataNisrina MuthiNurul A. WulandariRafika Alifia IstiRahmadea JovitasariRumaishatul UlyaSalsha SalehaTalisa DwiyaniTia AprilitasariTommy TanediVerarisa UjungWayan Jatasya AdrianieWidya Aulia Ramadhani

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Architecture Design Studio

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