All posts by Haley DeNardo

Schematic Design Review: Ian Hsu

Over all Ian’s, project and presentation were coherent as a whole and showcased his design well. By making the speech more coherent and matching it with the flow of the board, the project will improve greatly. The boards themselves were laid out well with the exception that the perspective were not placed on the board but pinned up on the side, making them seem like an after thought. Another item that would make the board a bit more clear is to place labels for all items on the boards including the precedents.

Ian described his design idea as linking the old industrial past of the city to the next towers as well as existing buildings. By using left over industrial parts and structure, parts of the history are reinterpreted as well as repurposed. He also mentioned how the monitor museum is thoughtfully placed at the corner of the site to help draw in the public and catch their eye. The site work was described much less than the building, but a few ideas were mentions. One being that he is trying to reduce soil disturbance by creating a raise walkway and by using grade displacement to help maintain storm water along with the reintroduction of indigenous plants and species.

Over all the presentation was thoughtful but could have used a bit more planning. One way in which he could have planned is my planning his speech before the day of the presentation. In addition to doing this, planning the speech and the board at one time would make both of them more coherent and make writing and giving the speech easier. One major point about the presentation is that he walked us through his program and through the building rather than telling a story or giving reason for some of the major design decisions. Some of the design decisions were not explained and therefore seemed a bit arbitrary. One point that would have been extremely helpful is to explain the reasoning behind the pushing and pulling of the four separate masses that make up the complex. I think that the movement of the four objects makes a creative statement but needs sound reasoning to back it up. Another additional item that would have enhanced the project is a key concept image on the board. There was not a main image or drawing that described the building in the best manner possible.

Upon further inspection of the board, I found that the design statement was very helpful. Although it had several grammatical errors, the design statement helped to reiterate the concept. I know that Ian has the ability to explain his idea clearly and I think the spoken version of the design statement would have been extremely helpful. With that addition made to the presentation, I think the critics would have had more time to thoughtfully critique the project rather than trying to understanding the core values of the project as a whole.

Some of the jury had similar remarks as mine. One of these was what the reasoning behind the push and pull of the buildings was. Is there a relation of part vs. whole and how to they all function together and separately. This comment seems to be very helpful, in that is expands on possible reasons/explanations for the movement on the buildings. This pushing and pulling also lends itself to the division of programmatic spaces which can be informed by these movements as well as the narrative. A comment related to this overall idea of movement is the spaces that are created between the buildings once the moves have been made. Several of the shifts create courtyards that could be programmed to match with the program enclosed in the building. These spaces can also be used to show what spaces are public and private through the use of the grade displacement walls that are planned in other areas of the site.

One the comments made during the critique that was a bit confusing was that about separation and overlap of the individual buildings. To me there seemed to be a clear path that ran through all the buildings, although you may want to reconsider running it through the private residences. The juror said that you would not want five separate buildings, but I seem to problem in creating separate buildings as long as the landscape helps to connect the spaces and there is a clear path. On the idea of creating a clean path, I think that raise walkway that is on some parts of the inlet could be brought in to lead people to the buildings. This works with the idea of creating some of those public spaces and could help tie the site together as a whole as well as creating a dialogue between the land and the buildings.

Another comments from the reviewers that struck me as very important is why there are a few angled walls. Where does the angle come from? I have angled walls in my own project that are derived from the surrounding streets that lead to the site. Try to incorporate some of the history by maybe using a historic grid that used to be on the site to derive the angled walls. Another comment that was important and I agree with is what the final move is. Once a reasoning is made for all the other moves this may fall into place but there is a progression through the buildings that ends with an open space that allows an amazing view. Use the view and space to create another public interest point.

I think by making a stronger design statement and concept clear the jurors would have been able to give more helpful comments. Over all the presentation and review went well but could have been enhances with more concrete ideas. The models was also helpful to the reviewers as they used it to illustrate some of their ideas. Working on the board layout and presentation overall will also improve the critique and the comments.

Schematic Design Project Statement

Our site is located in historical and industrial Brooklyn on the edge of Bushwick Inlet that leads your ideas to a picturesque view of Manhattan. The land has been compromised though, being labeled as a brownfield and has not been turned into a park, as the people were promised over ten years ago. My design encompasses both of these by creating a park that borders on a constructed wetland that surrounds the inlet. The constructed wetlands and bio swails work to bring the land and area back to life. With a focus on community, the complex draws people in with multiple public sections within the complex. Varying heights and materials guide people to public spaces and away from private ones.  A focal public space is the hose drying tower that allows pedestrians and the community to ascend the tower to view the daily workings of the firefighters as well as the amazing views surround the sight. The building itself is made from planes derived from the angular streets that lead to the inlet. Through theses planes, the land is pulled back to create wetlands and a communal area with a publicly and privately segmented building.

Beaufort Inlet Wetlands, NC

Photographer Credit: not available

Reforming Formal Architecture Education

Periodical: Arch Daily

There currently exists a disconnect between the design driven aspect of school and the true workings of an architectural office. This can be corrected by incorporating internships and office experiences into formal architecture education. By changing the formal education that architecture students currently receive, students will have a better understanding of the professional worlds and be better prepared to intelligently solve design problems.

The current formal architecture education works to “expose students to various situations and train them to cultivate and appreciate values” (Chakraborty). The current education given in the studio environment does this well. But when you stop and focus on other things such as construction, you see that these books and writings haven’t been updated anytime recently (Chakraborty). In addition, studio has become rigid and product oriented, but should rather focus on a students development. This skill of development would allow students to adapt to the ever-changing design world that we are now involved in (Design Buildings). This would allow students to work as true design thinkers and problem solvers enabling us to work towards solving local and world problems.

From my own personal experience, the formal education that I have received thus far has taught me how to be an efficient designer and to think creatively. At the internship that I had this summer, I learned many things that I had never ever heard of in school. I learned about the ever-changing state and national codes that define how we design, building spaces, and the buildings. The education that I hope to create based on these experiences “shouldn’t merely be just like being in practice; it should offer the opportunity to experiment, to push and test ideas” as a problem solver would in the design world (Hunter).

One program that could be used as a precedent is the architecture program at Drexel University. At Drexel they have the option to do a 2+4 program. This program starts out the first two years with a formal education of the design process and other fundamentals. The other four years are spent taking night classes and working full-time as an intern at local firm in Philadelphia (Drexel University). This type of education allows students to receive a meaningful formal education as well as gaining real world experience over four years. In addition to the experience, this allows students to start working or potentially completing their IDP hours so that upon graduation they can have some of their ARE exams completed and can sit for the rest of them.

We have these ideas on how to change the education we are receiving, but how do we implement all of this? As mentioned in an article by Robert Ivy for the AIA NAAB accrediting team, we are asking for new design intelligence and real world business practice at the same time. While asking for all of these changes, school budgets are being pulled in all directions, a factor that is often forgotten. I believe that universities, students, and professionals want to better the education that architecture students receive, but we will need to work together to implement any solutions.

 

 

Citations:

-Ivy, Robert. “Practicing Architecture: Take Five: Should Architecture Education Change?” AIA. September 14, 2012. <http://www.aia.org/practicing/AIAB095950>

-Drexel University. Architecture home page. Copyright 2015. <http://drexel.edu/westphal/undergraduate/ARCH/>

-Hunter, Will. “Alternative Routes for Architecture” The Architectural Review. September 28, 2012. <http://www.architectural-review.com/education/alternative-routes-for-architecture/8636207.article>

-Cramer, James P. “A Proposal to Improve Architectural Education” Design Intelligence. November 1, 2012. <http://www.di.net/articles/a-proposal-to-improve-architectural-education/>

-No Author. “The Future of Architectural Education” Designing Buildings. July 21, 2014. <http://www.designingbuildings.co.uk/wiki/The_future_of_architectural_education>

-Chakraborty, Manjari. “Designing Better Architecture Education: Global Realities and Local Reform” Copal Publishing Group. Copyright 2015. Print. Pages 120-200.

 

Photo and Work By: Kai Hian Ong. Diploma 13. “Geometric Plate VI-X Chaos vs Order”

5 These- Haley DeNardo and Paige Geldrich

Paige and I worked collectively to come up with the five these below as well as the six required sources for each.

Thesis 1: Millennial will influence both architecture design and the design process heavily in the coming years.

  1. Smithson, Peter, Catherine Spellman, and Karl Unglaub. “Peter Smithson: Conversations with Students: A Space for Our Generation.” New York: Princeton Architectural, 2005. Print.
  2. D’Souza, Newton, So-Yeon Yoon, and Zahidul Islam. “Understanding Design Skills of the Generation Y: An Exploration through the VR-KiDS Project.” Design Studies 32.2 (2011): 180-209. Web.
  3. Wallace, B. (2015). “Millennials’ preferences will dictate design & construction of future world.” The Enterprise, 44(33).  30 March 2015. Print.
  4. Lachman, M. Leanne, and Deborah L. Brett. “Gen Y and Housing by ULI.” Urban Land Institute ICal. N.p., 13 May 2015. Web. 05 Sept. 2015. <http://uli.org/report/gen-y-housing-want-want/>.
  5. Novitsky, B. J. “Making the most of your firm’s Millennials.” Architectural Record 196, no. 8 (August 2008): 65. Academic Search Complete, EBSCOhost (accessed September 5, 2015).
  6. Graboski, Morgan, “Housing For Introverts” (2015). Architecture Senior Theses. Paper 284. http://surface.syr.edu/architecture_theses/284

 

Thesis 2: Children are affected both positively and negatively by their environment and architecture.

  1. Gelfand, Lisa, and Eric Corey. Freed. “Sustainable School Architecture: Design for Primary and Secondary Schools.” Hoboken, NJ: John Wiley & Sons, 2010. Print.
  2. Macdonald, Donald. “Architecture for Kids: Deinstitutionalizing the Design of Child-care Centers.” Day Care and Early Education 17.4 (n.d.): 4-8. Web. 5 Sept. 2015.
  3. Bartlett, Sheridan. “Cities for Children: Children’s Rights, Poverty and Urban Management.” London: Earthscan, 1999. Print.
  4. Weinstein, Carol Simon., and Thomas G. David. “Spaces for Children: The Built Environment and Child Development.” New York: Plenum, 1987. Print.
  5. Tai, Lolly. ”Designing Outdoor Environments for Children: Landscaping Schoolyards, Gardens, and Playgrounds.” New York: McGraw-Hill, 2006. Print.
  6. Spencer, Christopher, and Mark Blades. “Children and Their Environments: Learning, Using, and Designing Spaces.” Cambridge, UK: Cambridge UP, 2006. Print.

 

Thesis 3: The style of the typical architecture education encourages high stress environments and unhealthy lifestyles, and needs to change.

  1. Boyer, Ernest L., and Lee D. Mitgang. “Building Community: A New Future for Architecture Education and Practice: A Special Report.” Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1996. Print.
  2. Ockman, Joan, and Rebecca Williamson. “Architecture School: Three Centuries of Educating Architects in North America.” Cambridge, MA: MIT, 2012. Print.
  3. Nazidizaji, Sajjad, Ana Tome, Francisco Regateiro, and Ahmadreza Keshtkar Ghalati. “Narrative Ways of Architecture Education: A Case Study.” Procedia – Social and Behavioral Sciences 197 (2015): 1640-646. Web.
  4. Ulusoya, Mine, and Emine Kuyrukcu. “The Meaning and Importance of the Traditional Architecture in Architecture Education; Gönen Winter School Model.” The Meaning and Importance of the Traditional Architecture in Architecture Education; Gönen Winter School Model. N.p., 18 Aug. 2012. Web. 05 Sept. 2015. <http://www.sciencedirect.com/science/article/pii/S1877042812026961>.
  5. Salama, Ashraf, and William O’Reilly. “Architecture Education Today.” N.p.: n.p., n.d. Print.
  6. Ellis, William R. “Re-Designing Architects: Education, Research and Practice.” Journal of Architectural Education 25.4 (1971): 85-92. Web.

 

Thesis 4: The current gap between architecture school and the professional world causes problems for graduating students as well as emerging professionals and should be modified immediately.

  1. Bredeson, Paul V. “Designs for Learning: A New Architecture for Professional Development in Schools.” Corwin Press Inc., 2003. Print.
  2. Nicol, David and Pilling, Simon. “Changing Architectural Education: Towards a New Professionalism.” Spon Press: London, 2000. Print.
  3. Wigley, Mark. “Prosthetic Theory: The Disciplining of Architecture.” MIT Press, Assemblage No. 15, August 1991. Print.
  4. Keogh, Barbara K. “Narrowing the Gap between Policy and Practice.” Academic Journal Article: Exceptional Children. Accessed September 2015.
  5. Thornton, Patricia: Jones, Candace: and Kury, Kenneth. “Institutional Logics and Institutional Change in Organizations: Transformation of Accounting, Architecture, and Publishing.” Research in the Sociology of Organizations, August 2005. Website accessed September 2015.
  6. Prakash, Vikramaditya. “The Interests of Desire: Feminism and Aesthetic Pleasure in Architecture.” Architecture Plus Design, March 1992. Online Article, Accessed September 2015.

 

Thesis 5: In the culture we live in today, architecture and feminism and inextricable linked and should both be considered when designing.

  1. Ahrentzen, Sherry. “The Space between the Studs: Feminism and Architecture.” Signs, The University of chicago Press, Vol. 29 No. 1, Autumn 2003, pages 179-206. Print.
  2. Rendell, Jane: Penner, Barbara; and Borden, Iain. “Gender Space Architecture: an Interdisciplinary Introduction.” Rutledge and Taylor & Francis Group, 2000. Print.
  3. Rothschild, Joan. “Design and Femenism: Re-Visioning Spaces, Places, and Everyday Things.” Rutgers, The State University, 1999. Print.
  4. O’Neill, Maggie. “Adorno: Culture and Femenism.” SAGE Publications Ltd: London, 1999. Print.
  5. Coleman, Debra; Danze, Elizabeth; and Henderson, Carol. “Architecture and Feminism.” Princeton Architectural Press through Yale University, 1996. Print.
  6. Lewis, Rodger K. “Architect? A Candid Guide to the Profession.” MIT Press, Third Edition, 2013. Print.