1. Course Number 2541312
2. Course Credits 6
3. Course Title Architectural
Design III (ARCH DSGN III)
4.
Department Architecture
(International Program)
Faculty Architecture
5. Semester Second
6.
Academic Year 2012
7. Instructors Ajarn
Kerrie Butts (Course Coordinator)
Ajarn Prisdha Jumsai
Ajarn
Antoine Lassus
Ajarn Narin Paranulaksa
Ajarn Ekapob Suksudpaisarn
Ajarn Komthat Syamananda
Ajarn Kesate Tadesse
Ajarn Eric Tilbury
8.
Condition
8.1 Prerequisite 25411311
Architectural Design II (ARCH DSGN II)
9.
Course Status Studio
10.
Curriculum Bachelor
of Science in Architectural Design
11. Degree Undergraduate
Student
12.
Number of class hour / week (2 x 3.5 hours)
Monday/Wednesday 13:00-16:30
13.
Course Description
Introduction
to an urban context and public programs that concern larger contexts. Project requires more comprehensive
organizational strategies, scalar relationships, adjacencies, reciprocity
between form and function. Students
will develop an understanding for representation and communication at various
scales for building systems within an urban context, using analytical
diagramming, and advanced mapping techniques.
14. Course
Outline
14.1. Practical Objectives: Students should demonstrate the following skills and knowledge:
Critical Thinking Skills: Ability to raise clear and precise questions, use
abstract ideas to interpret information, consider diverse points of view, reach
well-reasoned conclusions, and test them against relevant criteria and
standards
Graphic Skills: Ability to use appropriate representational media,
including freehand drawing and computer technology, to convey essential formal
elements at each stage of the programming and design process
Fundamental Skills: Ability to use basic architectural principles in the
design of buildings, interior spaces, and sites
Use of Precedents: Ability to incorporate relevant precedents into
architecture and urban design projects
Sustainable Design: Understanding of the principles of sustainability in
making architecture and urban design decisions that conserve natural and built
resources, including culturally important buildings and sites, and in the
creation of healthful buildings and communities
Site Conditions: Ability to respond to natural and built site
characteristics in the development of a program and the design of a project
Building System Integration: Ability to assess, select, and conceptually integrate
structural systems, building envelope systems, environmental systems,
life-safety systems, and building service systems into building design
14.2. Learning Content
Knowledge
Resource Center:
Design Proposals should encourage the sharing and creation
of knowledge by bringing together traditional book-based library resources and
services with technologically advanced tools for the discovery, use, and
effective presentation of information. UNESCO selected Bangkok to be the
Book Capital of the World for 2013 and the BMA also plans to promote reading
and will launch a campaign to encourage citizens to read. The 2010 survey by the Publishers and
Booksellers Association of Thailand (PUBAT) showed that Thais on average read the
equivalent of just five books a year as compared with Malaysians who read on
average 40 books a year, Singaporeans 45 books a year, and Japanese 50 books a
year.
Knowledge
Resource Center:
Encouraging a lifelong, self-learning process accumulated
from public knowledge resource centers is part of the mission of Thailand’s Office of Knowledge Management and Development. Their objectives include:
-To provide facilities for learning that highlights the
cultivation and promotion of the habit of reading and knowledge seeking with a
creative and up-to-date learning environment.
-To promote the habit of reading, pursuit of knowledge and
lifelong learning among children and youth.
-To provide youth and the general public with the opportunities to develop, exchange and display their creative works, as well as to create varied innovations, products or works that combine the knowledge of art and culture, social values, and technological know-how.
-To provide youth and the general public with the opportunities to develop, exchange and display their creative works, as well as to create varied innovations, products or works that combine the knowledge of art and culture, social values, and technological know-how.
OMA, Seattle
Public Library Toyo Ito, Sendai Mediatheque
Louis Kahn, Exeter Library
Design Considerations:
During the design process, students should consider the
following factors.
Functionality, Circulation and Integration of Different Programs:
-The architectural program should be considered
flexible. However, it is expected that the intent of the program be followed to
the greatest extent possible. The location of the Circulation/Information Desk
is critical and should allow for supervision of the library while at the same
time being near the entrance/exit to the facility. Children’s and Teens areas
are expected to be adjacent. Care should be taken in locating the Children’s
Play and Reading area because of the potential for noise that may disturb
others using the library.
Creating
Active Public Spaces: Accommodate a range of activities and
clientele while providing access to shared resources and interior and exterior
spaces.
Building Systems: drawings and models
should demonstrate a general understanding of building materials, techniques,
structural and environmental systems.
Sustainability:
Building systems should include passive and active techniques for sustainable
design.
Urban Context:
spatial and non-spatial (conceptual) relationships between surrounding
buildings, roads, infrastructure and sidewalks
Project
Phases:
Part One:
Site Analysis and Case studies
Readings and References: Edward T. White. Site
Analysis: Diagramming Information for Architectural.
Visit local libraries to understand the functions of a library
Part Two:
Programming and Schematic Design
Program diagramming, massing and conceptual development
Readings and References: Dan Wood and Amale Andraos. “Program Primer v1.0 A Manual for
Architects” Praxis 8
Part Three:
Design Development
Translation of conceptual design to architectural
interventions, detail development and generation complete set of final
representations as architectural drawings and models. Readings
and References: El Croquis series and Details
Magazine
Program Summary
1
|
Lobbies, Vestibules, Corridors,
Etc.
|
||
1.1.
|
Lobby
|
85
|
sq m
|
1.2.
|
Public Toilets & Janitor Closet
|
55
|
sq m
|
1.3.
|
Corridors, Hallways, Walls, Etc., Throughout
|
400
|
sq m
|
1.4.
|
Community Information Display Area
|
10
|
sq m
|
1.5.
|
Flexible Exhibition/Community Display
|
100
|
sq m
|
2
|
Offices, Workroom, Conference,
Etc.
|
||
2.1.
|
Workroom/Cart Storage
|
28
|
sq m
|
2.2.
|
General Storage
|
5
|
sq m
|
2.3.
|
General Staff Office Area (4 staff)
|
40
|
sq m
|
2.4.
|
Branch Manager’s Office
|
14
|
sq m
|
2.5.
|
Staff Lounge & Toilet
|
19
|
sq m
|
2.6.
|
Conference Room/Board Room
|
37
|
sq m
|
3
|
Mechanical, Electrical, Other
Utilities
|
||
3.1.
|
Mechanical
|
100
|
sq m
|
3.2.
|
Electrical, Information Technology Room, (Distributed in approximately 8 rooms)
|
||
3.3.
|
Other (Elevator, Fire Pump Machine Rooms, Etc.)
|
||
4
|
Circulation Desk, Audio/Visual
Media, Reference, Etc.
|
||
4.1.
|
Circulation/Information Desk
|
14
|
sq m
|
4.2.
|
Reference Collection & Catalogue Area
|
10
|
sq m
|
4.3.
|
Periodicals
|
9
|
sq m
|
4.4.
|
Non-Book Audio/Visual Media
|
40
|
sq m
|
4.5.
|
Media Download Area
|
10
|
sq m
|
4.6.
|
Media Screening
|
30
|
sq m
|
5
|
Teens and Children’s Area
|
||
5.1.
|
Teens Collections
|
50
|
sq m
|
5.2.
|
Children’s Collections
|
180
|
sq m
|
5.3.
|
Children’s Information Desk and Librarian Office
|
24
|
sq m
|
5.4.
|
Teens Computer Area
|
40
|
sq m
|
5.5.
|
Children’s Computer Area
|
40
|
sq m
|
5.6.
|
Family Toilet (Children’s Area)
|
7
|
sq m
|
5.7.
|
Teens-Children
Non-Book Media
|
30
|
sq m
|
5.8.
|
Teens-Children Reading Area
|
20
|
sq m
|
5.9.
|
Children’s Play and Story-Telling Area
|
15
|
sq m
|
5.10.
|
Children Tutoring Area (Study Carrels & Small Group)
|
15
|
sq m
|
6
|
Adult Collections, Computers,
Reading
|
||
6.1.
|
Adult Fiction, Non-Fiction, Large Print, Paperbacks, Etc.
|
165
|
sq m
|
6.2.
|
Computer Stations
|
50
|
sq m
|
6.3.
|
Tables for Laptops and Tutoring
|
50
|
sq m
|
6.4.
|
Study Rooms (2)
|
25
|
sq m
|
6.5.
|
Reading Area
|
70
|
sq m
|
7
|
3.1.7. Community Meeting Spaces
|
||
7.1.
|
Flexible Meeting Room
|
150
|
sq m
|
7.2.
|
Kitchen & Food Service Area
|
15
|
sq m
|
7.3.
|
Chair/Table Storage
|
15
|
sq m
|
7.4.
|
Pre-Function Space
|
33
|
sq m
|
8.1
|
Exterior Gathering or Reading Space
|
||
8.2
|
Parking (Accessible + Short Term)
|
Enclosed Space
|
|
2000
|
sq m
|
||
14.3.
Class activities / Method The studio is an important
place to your design/architectural education. It promotes a culture of sharing
ideas, skills, viewpoints and experiences. As an anomaly within the university
environment, design studio is known for its intense focus on learning by doing
as a collective of individuals. See INDA studio manual for rules and class
policies.
14.4.
Communication Tools General requirements for
assignments are as follow:
a. drawings: hand drawn sketches, plans, sections, and
elevations
b. physical models: existing site precise description
/ working models / presentation models
c. Computer drawings and digital models
14.5
Evaluation/Grading Breakdown
Process 25%
Site Analysis 10%
Midterm Pinup 20%
Pinup 2 15%
Final Review 30%
Grading
Criteria:
Process
(evaluated throughout semester) methodology, development throughout semester,
testing of ideas, rigorous approach to design, effort- attitude,
self-motivation, attentiveness in class discussions and desk crits, being on
time and prepared
Concept- Analysis, Research, Program Development,
Argument, Position Statement
Design Execution- Design proposal
related/implementing stated concept, physical intervention resolved with
aesthetic, functional, structural and contextual considerations
Drawing- Orthographic, Axonometric and
Perspectives. Graphic Clarity, Relationship to Design Concept Model-Final
Physical Model, Process Models, Craft, Relationship to Design Concept
Verbal- Public Speaking, Clarity of Argument
Attendance-
Students missing more than 20% of attendance will not be entitled for the final
exam/ presentation. This 20% is translated to roughly six absences. Student may
not miss more than three sessions prior to the Midterm review.
15.
Schedule
2012
|
Su
|
M
|
Tu
|
W
|
Th
|
F
|
Sa
|
Monday
(13:00-16:30)
|
Wednesday
(13:00-16:30)
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
|||
15
|
16
|
17
|
18
|
19
|
20
|
21
|
University Games
|
||
22
|
23
|
24
|
25
|
26
|
27
|
28
|
Introduction
|
Site Visit
|
|
29
|
30
|
31
|
1
|
2
|
3
|
4
|
Site Analysis
|
Site Analysis
|
|
Feb
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
Site Analysis
|
Site Analysis
|
12
|
13
|
14
|
15
|
16
|
17
|
18
|
Site Analysis Pinup *
|
Schematic Design
|
|
19
|
20
|
21
|
22
|
23
|
24
|
25
|
Schematic Design
|
Schematic Design
|
|
26
|
27
|
28
|
29
|
1
|
2
|
3
|
Schematic Design
|
Schematic Design
|
|
Mar
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
Schematic Design
|
Holiday-Makeup Mar 10
|
11
|
12
|
13
|
14
|
15
|
16
|
17
|
Schematic Design Pinup*
|
Design Development
|
|
18
|
19
|
20
|
21
|
22
|
23
|
24
|
Design Development
|
Design Development
|
|
25
|
26
|
27
|
28
|
29
|
30
|
31
|
Design Development
|
Design Development
|
|
Apr
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
Design Development
|
Design Development
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
Design Dev. Pinup*
|
Holiday No Class
|
|
15
|
16
|
17
|
18
|
19
|
20
|
21
|
Holiday-Makeup Apr 21
|
Design Development **
|
|
22
|
23
|
24
|
25
|
26
|
27
|
28
|
Design Development **
|
Design Development **
|
|
29
|
30
|
1
|
2
|
3
|
4
|
5
|
|||
May
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
May 8- Y3 Final Review
|
|
13
|
14
|
15
|
16
|
17
|
18
|
19
|
|||
Holiday
|
* Pinup scheduled from 13:00-19:00
|
||||||||
**
Con./Tech./Presentation Clinic scheduled for April 18 & 23
|
|||||||||
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