K.S. SCHOOL OF ARCHITECTURE

Design Brief | Architectural Design‐1 [15ARC1.1] 

Odd semester| 2015  studio coordinator: Prof. Satya Prakash Varanashi & Ar. SubhadhaBattina 

 

 

The first sem. B. Arch design studio at KSSA for Aug. – Dec. 2015 has been structured by Prof. Dr. Jegannathan (1984 graduate, Director, KSSA), Subhadha Battina (1999 graduate, masters from USA; Studio Coordinator) and Prof. Sathya Prakash Varanashi (1982 graduate, masters from UK; Adjunct faculty). Based upon their decades of experience in academics, profession, events and travel, the following intentions were set for the term:

# Students have 10+2 science curriculum background with no exposure to creative artistic pursuits. Hence we need to begin by understanding design before specific design assignments are scheduled.

# Faculty experience does not suggest sudden exposure to abstract thinking and unknown knowledge, which students find difficult to perceive. As such, a gradual introduction to the unknown from the known, abstract through the observed and understanding by analyzing is preferable. It may mean lesser quantitative production, but goes a long way due to deeper qualitative learning.

# Theme of the term needs to emerge from the larger theme of the institute - cost effectiveness, cultural appropriateness and climatic conformity - as such all assignments need to be framed accordingly.

# Teach by participatory approach with dialoguing as a tool, replacing mere commenting and marking.

# Design studio needs to support basic design class, as such assignments in both the subjects to be complimentary. To that end, submissions in basic design also to be counted for design studio, though they are not part of the portfolio.

OVERVIEW – -What is architectural education? Why do we design? Need for creative critical thinking process; discussion on depth of knowledge and breadth of knowledge; modes of learning; suggested readings from J. Krishnamurthy on education, Edward De Bono on lateral thinking, ES Holmes on creative mind, VS Ramachandran on artful mind and such others.

OBSERVING AND ANALYSING DESIGN – study organic forms; react to advertisements; discuss and list design terminologies;

UNDERSTANDING DESIGN – dots to lines to shapes, analyzing them; carving from flower foam creating 3D forms (subtractive sculpture); assembling parts into a whole (additive sculpture);

THINKING DESIGN – draw random lines and read meanings into it; collage with paper clippings; collage with season as theme with textures;

DESIGN IN GRAPHICS – daily and weekly sketching; business card design; developing logo for KS School of Architecture;

DOCUMENTING DESIGN – staying, studying, measuring homes and drawing at Bodabandenahalli village; free hand sketching of own house plan followed by drafted version and then measured drawn; measured drawing of own design studio in college;

CONTEXTUAL DESIGNS: visiting and documenting homes with local and special materials; sketching sculptures at Town Hall square to observe and reproduce forms;

DESIGN DATA: measuring the body dimensions of classmates; anthropometric studies; applying human body data to ergonomics;

DESIGNING – pencil stand for self; designing a chair; extension to own house for self-use; PROFESSIONAL EXPOSURE: visiting the exhibition of project models, sketches and drawings by nearly 20

architects at InCite Gallery with one studio session in gallery itself; slide show on student’s entry in ZONASA;

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Course work | List of Assignments 

1. Class room notes-an overview

2. Analysis of Organic forms

3. Dots and geometry

4. Lines and meanings

5. Analysis of Advertisement

6. Free-hand sketches of still life

7. Collage

8. Texture collage

9. Measured drawing of own home

10. Measured drawing of Studio

11. Pencil Stand

12. Business card design

13. Field Trip and documentation

14. Anthropometry

15. Chair design

16. Sculpture sketches

17. Sculpture subtractive

18. Sculpture addition

19. Document local buildings

20. Construction materials

21. Extension of own house

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Course work | Description of Assignments 

1. Class room notes-an overview Exercise – jot down one’s own understanding and comments on all classroom discussions and topics in their own words. Topics discussed were: What is architectural education? Why do we design? Need for creative critical thinking process; discussion on depth of knowledge and breadth of knowledge; modes of learning; suggested readings from J. Krishnamurthy on education, Edward De Bono on lateral thinking, ES Holmes on creative mind, VS Ramachandran on artful mind and such others. Introduction to cost, culture & climate in architecture.

Intention – the objective of this assignment is to introduce architecture at a rudimentary level to students who came from a completely non-artistic background. A dialogue based interactive discussion in class would also lead to students to think and communicate their ideas better.

Outcome–Although few in words and expressions, writing down all ideas and conversations, forced the students to dig deep into their own thoughts on the above said topics and more. It initiated the process of understanding and solidifying opinions which then got communicated to oneself and the reader.

2. Analysis of Organic forms Exercise – Sketch any organic form of choice and write a short paragraph on the characteristics of its formation.

Intention –The intention of this problem is to develop a critical eye towards natural formations and how they can be understood conceptually. Listing out the characteristics may lead to various distinguished perceptions and interpretations. Students can look deeper into the natural forms they see in their everyday life, analyze them and extract the elements of color, motion, form, and texture and see how they can employ their impression towards in a new design.

Outcome – Many picked natural organic forms, each different in nature and character. It led to a very interesting discussion of why a certain form was picked in the first place. Interpreting the nature of a given organic form grew the students closer to understanding why one may ‘like’ or ‘dislike’ objects within familiar and everyday life. Students noticed qualities and characteristics which can be extracted from these organic forms, to further be translated and applied into a creative design.

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3. Dot and geometry Exercise – As a class room task, draw dots on a sheet of paper; join them randomly. Copies of a paper with 10 random dots on a paper were given to all students, each of them was asked to join them free-hand with a pencil at the same time. Intention –Analyzing the geometry created with spontaneity. To comprehend how and why human brain creates order in chaos and gives structure to our perception. Also to understand how do we distinguish elementary figures and give a form to an abstract idea and vice versa.

Outcome–No two papers looked the same. The created geometry reminded students of familiar objects that were based on memory and influence. This led to a conversation on how and why human brain spontaneously translates ideas into familiar geometrical abstractions and vice versa. Students understood that we all differ in perceiving and understanding the same object. Consequently, attributes were assigned to points and lines which lead to a discussion on several design principles of order such as axis, nodes, clusters, etc.

4. Lines and meanings Exercise – Students were asked to draw quick and spontaneous doodles on a paper as a classroom exercise. From these lines or Symbols on paper, list out ideas of what objects they could be.

Intention –The idea is to simulate some kind of a visual thinking in a beginning student. To understand how one looks at things in different ways, recognizes different objects and follows different paths of design exploration. The idea is to understand that graphical diagrams are visual abstractions that depict the essence of concepts & objects. The simplest way to communicate ideas and concepts vividly is graphically.

Outcome–Students came up with a list of objects the lines. Students realized how simple two dimensional lines can illustrate several meanings. Each student derived meanings based on memory of familiar objects from everyday life. Conversely, the studio also presented a clear understanding of a fact that a single idea or a meaning can be represented graphically in multiple ways.

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5. Analysis of Advertisement Exercise – Students require presenting an advertisement cut-out of choice from a newspaper. Then, discuss and analyze its features. List out the key words from the dialogue that arises.

Intention–An attractive newspaper advertisement makes an excellent example of an everyday object that is an aesthetically pleasing design composition which mainly consists of text and graphical images. Much similar to Architectural drawings, advertisements also convey most of their concepts graphically. This gently familiarizes a student with the underlying principles of organization within a composition. Subsequently, these principals can be also applied to an architectural composition at the least to basic two-dimensionality.

Outcome– A talk about how each element in a design could have been manipulated and re-organized to produce different results. Students listed key words to describe a meaningful design composition along with an introduction to elements such as color, texture, shape etc. There was an assessment of how intentional placing of smaller parts produced desired results. This also explained the emotion the designer is trying to invoke in the viewer through design.

6. Free-hand sketches of still life Exercise –draw as many free hand sketches as possible of still life from your environment using graphite pencils. Depict the textures, context and shade/shadow of that object as much as possible. Intention–enables a student to develop the skill to portray graphically an object or idea quickly and accurately and at the same time forces one to observe and analyze the environment. Know the importance of graphic diagramming in design process as an important communication device for designers. Develop techniques and sketching skills. Outcome–Although the sketches seemed undeveloped and primary in the beginning, the sketches communicated students’ observation and point of view. Students understood the need for changing the scale of the actual measurements to fit the physical limits of the paper keeping in mind the proportions of parts of the object. Principles of perspective could be understood better. Various techniques were experimented to express tonal and textural variations.

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7. Collage Exercise –Design a collage on an A1 size sheet from newspaper clipping of a favorite topic.

Intention– This studio started with the premise that architecture is an art. As an art form, architecture necessarily involves both ideas and craft. A collage is where the artwork is made from an assemblage of different forms, thus creating a new whole. The aim is to understand organizing principles of a graphical representation carrying on a certain theme that needs to be presented. This Studio gradually introduces the idea of an architectural composition stressing concept generation and thus, the development of a rich design.

Outcome–Students worked to develop meaningful ideas that were made manifest through organization of several paper clips. Student got to make design decisions on color, positioning, size, shape and workability, to create connectivity between smaller parts and put together a whole design. Collage made the student understand how one may create a heightened expression of a subject of choice, just by the manipulating certain organizing strategies. Subjects such foreground/back ground; focus; color; shape; boundaries; precision were discussed in depth. This also gave a student a good opportunity to express any opinion about any subject of their choice.

8. Measured drawing of own home:

Exercise– i) Sketch a basic plan of five different areas around you including your home, based entirely on observation and perception. ii) Measure just your home and measure all furniture within enclosures to include more details within the sketch. Iii) Draft a basic plan of your home. Intention– the goal of this studio project is to understand the difference in scale and proportion that can arise while sketching without measuring. Hence, understand the necessity of a measured drawing. Introduce what a floor plan means, its need and representation on paper. Outcome– The students noticed quite a bit of a disparity between what was perceived and sketched vs. what was measured and drafted. The need for accuracy in representation was identified. The concept of scale and proportions in drawings became clear. Students understood principal conventions and common norms of architectural drawings, their intentions, capabilities and their use in trying to represent an architectural idea accurately and clearly. This also familiarized the students with the idea of illustrating a volumetric relationship two dimensionally through sections and elevations.

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9. Measured drawing of Studio: Exercise–Measure your class studio and draft it showing all dimensions

Intention– the project was a continuation of the previous project. This project was a classroom presentation on how to measure and draft an as-built plan. The process starts off by showing and explaining the importance of sketching a rough plan. This helps to note down all materials, understand surroundings, and jot down dimensions/materials. The initial sketch then gets translated to a formal architectural drawing.

Outcome– Students quickly gauged the Implications of actual field measurements and the disparities that can arise while working in a team. Experienced how to use a tape measure and take note of successive measurements. They recognized that measurements taken in parts may not tally with the overall dimensions in some occasions.

10. Business card design: Exercise– Use Colors, fills and text appropriately to Design a business card for a cosmetic distributor company with a marketing logo within a time frame. Intention– A brief, 4 hours exercise aimed at testing and improving student’s design thinking process, keeping in mind some basic design principles such as: Contrast (size, shape, character, direction) 2. Balance (Symmetrical & unsymmetrical) 3. Emphasis 4. Repetition 5. Alternation 6. Transition 7. Transformation. But on the other side, it also allows to understand the concept of components: Content (what is told) and Form (how it’s told) Outcome– This exercise forced the students to think of simple geometrical forms to create a logo that was meaningful and aesthetically attractive. The outcome was an interesting range of ideas of how a concept can be illustrated with basic colors, fills and text that were composed appropriately.

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11. Pencil Stand:

Exercise– Design a pencil stand such that a model of it can be built to scale from drawings/ sketches in studio. Intention– To gently introduce the process of designing, the aim is to deconstruct preconceived notions and introduce the students to new possibilities of conception. The idea here is to understand, imagine and record a spatial organization in a way to best accomplish the given purpose and function. This exercise allows students to explore and manipulate different materials. This is the first introduction to slowly infuse the concept of volume, scale and proportion in design to the studio. Outcome– As a first timers, students found it difficult to come up with a design that did not come from their memory or recollection. Although a majority of students designed from the sketches & drawings, a few students also preferred to start of designing from a model. The students thought about the requirements/purpose of a basic pencil design and where/how it can be used. This course also introduced students to basic understanding of forms and appropriate material for giving shape to that form. Various materials like metal, wood, fabric, rope, resin, clay were introduced and students developed three-dimensional forms using the best suitable material for it. The project allows students to represent their unique personality by their choice of materials, design and creativity.

12. Field Trip: Exercise– A two day class trip to Hanchihalli, Karnataka. Create a village survey report, include a study of a local house built with vernacular methods. Intention– This workshop studio set out to give a broad overview of traditional settlements within a context of cost, culture and climate. Students recognize the transitioning changes occurring in contemporary architecture and understand the need to preserve some of these perishing construction techniques. Studio will focus on teaching documenting skills to students by understanding local houses-their form, structure and semiotics. Outcome– Away from the usual city dwelling, visiting a rural settlement gave the students a first-hand information of how the houses were an outcome of influences by cost effectiveness, cultural appropriateness and climatic conformity. Students measured and documented local houses that were fitted to individual needs of villagers. They realized construction materials are cheap, available in

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abundance and they do not require skilled labor. This changed their perspective on construction possibilities drastically.

13. Anthropometry: Exercise–Draft standard body proportions, basic furniture requirements and clearances from a literature study. Intention– For better comfort level of each activity, a look at the science of human dimension gives many clues in deriving comfortable physical spaces. The objective is to understand the importance and relevance of body proportions in architecture, how was it and can be applied in architecture.

Outcome–The studio set out to give a basic understanding of how designing spaces is a direct outcome of human requirements. Standard measurements and clearances can be a good guide to make sure the required spaces are provided.

14. Chair design: Exercise–Measure body proportions of your friend and design a chair that is suitable for their needs. Write a brief note on your requirements.

Intention– The intent was to make students think of chairs as a seating areas more than a mere piece of furniture. This project investigates design at different scales, from details and materials, to comfort and aesthetics. Also it helps in figuring out at a basic level the ergonometric requirements of human body.

Outcome– students learnt about the relations between the body, the space and the chair.The requirements differed for every student hence producing a wide range of designs. Studio started with quick options sketched for the same requirements out of which one was chosen to work with. This course also introduced students to basic understanding of forms and appropriate material for giving shape to that form. Students dealt with issues like workability, stability and spatial requirements of their design. Although, the chairs were not built physically, it lead students to think about a lot of practical aspects that might be dealt with in construction of the chair.

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15. Sculpture: Exercise– i) Sketch the sculptures in the museum keeping in mind discussed basic design principles. What is its most attractive feature? List a few of the underlying design principles used to create it under each sketch of choice. Categorize the art pieces in terms of its ‘type’ and ‘process of creation’. ii) Create a sculpture extracting geometrical shapes using the process of subtractive carving. iii) With the given smaller geometrical forms create/play a mural using the process of additive modelling. iv)Try to draft the elevations of the sculpture. Intention–In order to introduce architecture as a form of a three-dimensional art, students were introduced to different sculptures in a museum. They sketched and made notes on each of those sculpture. This made a good case study from which students could observe and determine the process in which the sculptor expressed his design. The goal was to instill an interest towards exploring different sculpting ideas and looking at it as a soft medium towards creating architecture. Outcome– With this exercise, students took their first steps towards thinking of creating negative and positive spaces in a given volume. Intuitively, the ideology of deconstructing a cube is introduced. Students observed that unlike planes, there was an evident continuity of spaces over all surfaces of the cube. While carving, the student explored a variety of volumetric & textural variations.

16. Document local buildings: Exercise– sketch a local building within the community, which uses ‘alternative construction materials/methods’. If there might be some traditional elements in this design, make a note and sketch details.

Intention– Students who develop the ability to think critically about what they see are more aware of their surroundings and are able to recognize historical, political, and social context in their communities. The first goal of this lesson is to introduce students to architecture, help students look at buildings in a new light, and encourage students to think about why buildings look the way they do. Differentiating and identifying alternative construction methods not only introduces a wide spectrum of choices but also broadens their knowledge on how one may design living spaces to conform to context, culture and climate efficiently. In addition, we also develop observing, analyzing and sketching capabilities.

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Outcome– This exercise influences students to recognize various possibilities of adopting cost effective construction methods to create meaningful and responsible architectural design solutions. From these structure, some students thought about design influences such as contextual & cultural influences, while others got to know the meaning of building heritage and preservation. They contemplated on how some of these building blend into our contemporary communities and add textural values at an urban scale to the entire city.

17. Construction materials: Exercise–each student shall be assigned one of very commonly used building materials or systems within their surroundings. Students need to research on their uses, applications, types and availability. Bring brochures and/or samples and make a powerpoint presentation of the same to the entire studio. Intention– This quick project shines light on very commonly used materials and systems in construction in their community. This made students dissect a building structure into basic construction elements made of different materials and textures. Outcome– Students contributed to a materials library in the studio. They understood the implication of local pricing and availability of materials. Some of the students visited material factories and learnt about their industrial production methods. Overall, the studio talked over various topics on material applications in buildings.

18. Designing an extension of their house:Exercise– As a continuation to an earlier exercise of measuring and drafting your own house, design an extension of house to include two or more rooms with your own choice of its usage.

Intention– The first goal of this lesson is to introduce students to architecture as a dwelling space, help students look at buildings in a new light, and encourage students to think about why buildings look the way they do. Their own houses make a perfect place to start. Students not only communicate through discussion and writing, they are also trained to use visual communication. With this in mind, the second goal of this lesson is to have students practice visual communication through architecture by asking them to create, draft and analyze their own designs, keeping in mind all the anthropometric literature study done earlier.

Outcome– Students develop the ability to think critically about what they see are more aware of their surroundings and are able to recognize historical, political, and social context in their communities. Students started designing in plan and understood the implications on basic zoning and circulation patterns of their houses. They started designing by placing the furniture pieces within the four wall and then discovered that space requirements is also a major factor in deciding the shape and the size of the structure. Soon, they figured that they also need to think spatially and not just in a two dimensional plan, hence, sections and elevations followed. Although elementary in nature, the influences of culture and context were evident in their designs.