top of page

Project 1 (Form) will be critiqued on the following concepts/criteria:

  1. Clarity of form (select the most and least).

  2. Additive and subtractive (select the most additive and subtractive project)

  3. Interaction of  form (select the most and the least)

  4. Mass and void (select the most mass and void oriented project)

  5. Overall set of rules or game plan the designer used (select the most and least).

 

Rules/Constraints for making the forms:

  1. No symmetrical projects

  2. No "forts" or2-D projects

Material:

  • 1 - layer of 15" x 15" x 1/4" white foam core (pick up extra for 3 more projects)

  • 3 - 16 oz. boxes of large white sugar cubes / dots

  • 1 - hot glue gun, extra glue sticks and power strip

Assignment:

Using the principles of form, as outlined in the class lecture, construct one or more of the following: an additive form, a subtractive form, and a form that is both additive and subtractive, mass forms and void forms, cube and rectangular forms, cylinder and sphere forms, pyramid and wedge forms. Each of the forms must be related to one another. They may not be separate, independent objects, on a plane, rather they must interact, interlock and create spaces and objects. The better the application of the concepts and more creative and original the design solution, the higher the grade.  Projects shall have a minimum of 9 forms.

Procedure:

A series of three dimensional constructions shall made exploring the design principles of form using the sugar cubes. No glue shall be used during this exploration stage. After several design investigations, the student will glue together his or her final design solution onto the 15" x 15" base.

Project 2 (Volume and Space) will be critiqued on the following concepts/criteria:

  1. Clearly defined spaces

  2. The economy of elements to make the spaces

  3. Integration of spaces; having 3 spatial relationships: (a) space within a space; (b) space overlapping a space; (c) space abutting a space.

  4. Patterns/Rules for using the dowels

  5. Overall pattern or idea

Rules/Constraints for making the spaces with the dowels:

  1. Must have a minimum of 9 spaces

  2. All must be integrated

  3. All dowels must be vertical

  4. Do not draw the spaces on the foam core

  5. No symmetrical projects

Material:

  • 1 - layer of 15" x 15" x 1/4" foam core

  • 2 - 1/2" diameter x 3'-0" wood dowels

  • 2 - 1/4" diameter x 3'-0" wood dowels

  • 2 - 1/8" diameter x 3'-0" wood dowels

  • 1 - hot glue gun and power strip

                                                      Assignment:
Using the principles of making space and volume, as outlined in the class lecture, construct one or more of the following: a space that is (a) space within a space; (b) space overlapping a space; (c) space abutting a space. All three primary shaped volumes must be used.  Each of the volumes and spaces must be related to one another. They may not be separate, independent places, on a plane rather they must interact and create a series of spaces and places. The more creative and original the design solution, the higher the grade.  Projects shall have a minimum of 9 spaces and volumes.

                                                     Preparation:
Cut all of the 3'-0" dowels into 1'-0" lengths. Then divide 2 of the 1'-0" lengths of each diameter dowel into the following sizes: 6- 2", 3- 4" and 2- 6" lengths. Each 3'-0" dowel should yield six 2" long pieces, three 4" long pieces or two 6" long pieces of a particular diameter dowel.

                                                      Procedure:
A series of three-dimensional constructions shall be made exploring the design principles of volume and space using the dowels. Create several small prototypes during the exploration stage; you may use tape or small amounts of hot glue during this stage to hold the dowels together. The majority of the dowels must be placed vertically, but some dowels may be placed horizontally and diagonally. No post and beam construction is allowed. After several design investigations, the student will glue together their final design solution onto the 15" x 15" base.

Project 3 (Planes and Spaces) will be critiqued on the following concepts/criteria:

  1. Clearly defined spaces

  2. The economy of elements to make as many spaces

  3. Integration of spaces; having 3 spatial relationships: (a) space within a space; (b) space overlapping a space; (c) space abutting a space.

  4. Three clear spatial size definitions (relative sizes vs. the use of shapes in the last project)

  5. Rules for using the planes

  6. Overall pattern or idea

Rules/Constraints for making the spaces with the planes:

  1. Planes may not abut end to end or overlap.  Only orthogonal ("T" and "L") connections are allowed.

  2. The entire project must be a min. of 15" high (think of this as a three-dimensional chess game).

  3. All spaces must flow (no 4 wall dead ends)  

  4. No layer caking of planes are allowed (like stories in a building)

  5. Have a min. of 1 large space, 2 or more medium spaces, and 10 or more small spaces and use the majority of planes

  6. No symmetrical projects

Material:

  • 1 - layer of 15" x 15" x 1/4" foam core

  • 1 - white mat/matte board, both sides (20" x 30")

  • 1 - black mat/matte board, both sides (20" x 30")

  • 1 - hot glue gun and power strip

 Cutting Requirements:

For each color board cut the following:

  • 2" x 2" - 36 pieces (144 sq.in.) 

  • 2" x 4" - 18 pieces (144 sq.in.) 

  • 2" x 6" - 12 pieces (144 sq.in.) 

                                                                 Assignment: 
Using the principles of defining space with vertical planes, as outlined in the class lecture, construct one or more spatial volumes using: a vertical plane, an "L" shaped plane, parallel planes, a "U" shaped plane, and a space defined by 4 sides. In addition, the following spatial constructions shall include small objects constructed from the cardboard that create having one or more of the following 3 spatial relationships: (a) space within a space; (b) space overlapping a space; (c) space abutting a space.  Each of the spaces should be related to one another as either a sequence of spaces. The more creative and original the design solution, the higher the grade.

                                                                 Procedure: 
Cut the mat board into pre-defined shapes as noted by the instructor. A series of three-dimensional constructions shall be made exploring the design principles of space. These constructions shall be prototypes. After several design investigations, the student will glue together his or her final design solution onto the 15" x 15" base.

Project 4: Circulation
Yacht Club on the shore of Long Island Sound

A newly formed yacht club has asked you to design their clubhouse and facilities on the shore of Long Island Sound. The club specifically wants to take advantage of the views of the sound and the distant Connecticut shore. In addition, the Yacht Club holds a yearly, season-opening, Commissioning and blessing of the Fleet and Club. This ceremony includes a processional from the road to the water. The following is a list of program function requirements (not spatial requirements which are larger allowing for circulation and spatial interaction):

  • 1. BUILDING: approx. 3,000 S.F.

    • Lobby, 100 S.F.

    • Great Room 800 S.F.

    • Eating/Seating Area 800 S.F.

    • Bar area 300 S.F.

    • Kitchen 300 S.F.

    • Toilet & Lavatory, 150 S.F. each man and woman.

    • Other functions as needed/required to occupy indoor spaces

  • 2. DOCK HOUSE, SHOWER & GATEHOUSE (3-D Solids that help form spaces)

  • 3. DECK: approx. 750 S.F. min.

  • 4. DOCK: approx. 8' wide x 500 lineal feet min.

  • 5 OTHER FUNCTIONS (as needed to occupy outdoor spaces): 

    • Playground area

    • Pool

    • Tennis court

    • Barbecue area,

    • Other functions as recommended

    • Do not design these functions, think of it as an area in a space

  • 6 PARKING: approx. 10,000 S.F. min.

    • Provide parking for 30 cars. Each space shall be 10' x 20' with an isle of 25 feet. 

    • Do not design the parking lot, think of it as an area in a space.

Concepts and Theory

  • The conceptual goal for Project 4: Circulation
    Make five spaces along a path for both the site and building.  Fit the program functions within these spaces.  You may add additional functions if you feel they have been left out of the program.  Please do not design a real yacht club.

  • Anthropometric Design:
    The anthropometric design focuses on the physical making and definition of space as it relates to the active participant.  This is not the only starting point in the architectural design process but it is the most tangible for novice designers.  There are many other starting points (heuristics) in the architectural design process in addition to an anthropometric one: analogy/metaphor, environmental and contextual, prototypes and typologies, formal stylistic rules (i.e., classical, modernist, deconstruction), etc. 

  • Space Path Concepts:

    • Circulation (path) prototypes: linear, radial, grid, network, spiral, composite.  Your circulatory pattern should be simple and fit a prototype.  Spatial relationships can be complex.  Never make a complex and convoluted circulatory pattern, it will never function, it is not cost-effective and it will usually not meet code requirements. 

    • Space path relationships: (a) path outside a space, (b) path along the inside edge of space, (c) path terminating in a space.

    • Spatial relationships (from last projects): (a) space overlapping a space, (b) space within a space, (c) space abutting a space.

    • Thresholds of entering and exiting a space along a path should be defined as well as space itself.

    • Scale: defining large macro spaces vs. defining the smaller micro thresholds to space. 

  • Abstracting process:

    • Diagram: a reductive graphic abstraction representing an idea in one or more systems of a complex entity.  The diagram becomes the game plan for developing the architecture.  In this project, the diagram represents space (solid lines) and path (dash-dot lines).  Functional areas can be drawn as light lines within the spaces as abstract objects.

    • Function: treat function as an abstract object that occupies a space.  If space is larger than the function then space works and if it is smaller than the function space does not work.  Allow for circulation to occur.  Circulation should not disrupt or go through the middle of a function.

    • Proportion out the functions diagrammatically noting the relative sizes so that the space diagram works and is not a hyperbolic cartoon.

  • Types of function:

    • A particular function is based on individual preferences.  There is no objective measurement for the solution other than like and dislike.  These functions tend to change constantly and have a high degree of flexibility.

    • The universal function is based on formulaic criteria and standards such as cost, utility, regulatory criteria and can be measured in terms good, better and best or in some cases right and wrong.

    • Some universal functions such as toilets, commercial kitchens, showers and lockers, closets, stairs are highly standardized in this project.  They cannot interact with spaces and can be drawn conceptually as solid boxes.

    • Functions change over time.  Designs that do not allow for functions to evolve over time to meet new program needs will ultimately fail.  Functional requirements are best guesses.  As long as space is larger than the minimum functional requirement it can be used.  Functions that require more space than the physical space designed will not work.    

    • Think of a function as a area with the proportions 1:1 to 1:1.5.  Rarely do functions exceed proportions of 1:2.

    • Never walk through the middle of a function in a space to get to another space; terminate in a function or walk around.

Project 5: House and Studio for a Painter

Program:

A portrait painter has commissioned you to design a small residence for a family of three along with a detached studio. The house will be located on a corner lot in a new and architecturally undefined neighborhood. The family also requires a detached garage. The Owner specifically requests that the three major elements, house, garage and studio be architecturally related.

1. HOUSE (first and second floors):

A. Foyer, 40 S.F.
B. Living Room, 300 S.F.
C. Dining Room, 140 S.F.
D. Kitchen with eat-in-bar, 120 S.F.
E. Master Bedroom, 150 S.F.

+ Master Bath interactive with bedroom

   and toilet room 3’x5’ (solid)
F. Child's Bedroom, 100 S.F.
G. Guest Bedroom/loft, 100 S.F.
H. Bath 5’x8’ = 40 S.F. (solid)
I. Lavatory 5’x5’ = 25 S.F. (solid)

J. Closets as needed (solid)

K. Other functions if needed

L. Stairs with landing 6’x8’x17’ (solid)

2. GARAGE, 200+/- S.F.

3. STUDIO 

A. Painting Space, 220 S.F.

B. Possible Foyer, 40 S.F.
C. Office Space 80 S.F.

D. Lavatory 5’x5’ = 25 S.F. (solid)

C. Closets/storage as needed (solid).
 

 Concepts and Theory:

 

The goal for Project 5: Hierarchy

Apply ordering and organizing concepts as outlined below.  You may add additional functions if you feel they have been left out of the program.  Please do not design a real house.

 

Anthropometric Design:

The anthropometric design focuses on the physical making and definition of space as it relates to the active participant.  This is not the only starting point in the architectural design process but it is the most tangible for novice designers.  There are many other starting points (heuristics) in the architectural design process in addition to an anthropometric one: analogy/metaphor, environmental and contextual, prototypes and typologies, formal stylistic rules (i.e., classical, modernist, deconstruction), etc. 

 

Literal Analogies:

Literal Analogies focuses on formal spatial patterns and geometries that hold meanings.  These are sometimes created using hierarchical compositions that express the importance or significance to show the client’s ideas and hence give meaning and value to the project.  They can also use forms that are metaphors but that aspect will not be investigated in this project.

 

Ordering Principles:

  1. Formal ordering principles as outlined in the text: axis, symmetry, hierarchy, rhythm, datum, and transformation. 

  • AXIS: is a visual connection between two architectural spaces or forms.  This ordering principle is too simple for this project to create an overall order.

  • SYMMETRY is the balanced distribution of architectural spaces and forms.  We are walking examples of symmetry.  Symmetry has is an important ordering principle but for novice designers, it is sometimes used exclusively at the expense of other principals so it cannot be used on this project.

  • HIERARCHY: is the arrangement of spaces and forms to give importance or significance to things in an architectural composition.  This requires establishing a compositional rule that is than broken to give a visible signal that something special has occurred; an anomaly in a normative pattern.  The rule can be broken by spaces or forms that have different a size, shape or placement relative to the established rule.

  • RHYTHM: is similar to hierarchy in that it requires the establishing a pattern and than breaking it but it is typically connected with visual time sequencing although a circulatory path it let the viewer know something is coming.  This ordering principal is too complex for this project and should not be considered. 

  • DATUM: is a space or form that ties together dissimilar elements in an architectural composition.  A successful datum should have a functional and or symbolic role in the composition and not solely a formal role.  

  • TRANSFORMATION: requires starting with an existing prototype that is altered by new program and contextual requirement but does not fundamentally change the concept.  This principal cannot be used on this project.

 

  1. Additional principles (from Project 4):

  1. Circulation (path) prototypes: linear, radial, grid, network, spiral, composite.  Your circulatory pattern should be simple and fit a prototype.  Spatial relationships can be complex.  Never make a complex and convoluted circulatory pattern, it will never function, it’s not cost effective and it will usually not meet code requirements. 

  2. Space path relationships: (a) path outside a space, (b) path along the inside edge of a space, (c) path terminating in a space.

  3. Spatial relationships (from last projects): (a) space overlapping a space, (b) space within a space, (c) space abutting a space. 

 

Abstracting process:

  1. Diagram: a reductive graphic abstraction representing an idea in one or more systems of a complex entity.  The diagram becomes the ‘game plan” for developing the architecture.  In this project the diagram represents space (solid lines) and path (dash dot lines).  Functional areas can be drawn as light lines with in the spaces as abstract objects.

  2. Function: treat function as an abstract object that occupies a space.  If the space is larger that the function then the space works and if it’s smaller than the function the space does not work.  Allow for circulation to occur.  Circulation should not disrupt or go through the middle of a function.

  3. Proportion out the functions diagrammatically noting the relative sizes so that the space diagram works and is not a hyperbolic cartoon.   

 

Types of architectonic relationships: form, function and symbolism

There are three types of architectonic relationships: formal, function and symbolism.  Good architecture usually embodies aspects of more than one, and great architecture has all three.  Architecture that has formal compositional qualities, a functional purpose and conveys symbolic meaning creates a powerful design.

  1. Formal: are the ordering principles used in architectural compositions such as axis, symmetry, hierarchy, rhythm, datum and transformation.  These strategies create conventionally correct architectural compositions.  The ordering principles selected by the architect embody the ideas and values of the client.

  2. Functional: are elements, forms and spaces that have a practical purpose or use.  Function is the primary rational for design decisions but alone lacks the formal qualities to create conventionally correct architectural compositions or symbolism to give poetic meaning.

  3. Symbolic: are architectural forms that represent an idea.    

 

Creative process:

This creative process is designed to develop ideas from an architectural program (at the IDEA step in the Design methodology).  An architectural program is a list of functional requirements that sometimes includes proximity relationships (i.e., this has to be near that) and in some cases an overall meta idea or global philosophy.  All of these creative strategies are designed to constrain many unconstrained variables in a design problem. 

  1. Narrative: developing a narrative creates a detailed story to sequence and relate variables to give meaning and further expand formal, functional and symbolic relationships.  For example, one could say the painter gets his inspiration for his painting from his family activities that occur in the kitchen through the act of eating and breaking bread together.

  2. Ranking variables: create a hierarchical ranking of variables to prioritize ideas, values or functions for creating hierarchical meaning.  In this project, select a macro hierarchy between the house, studio and garage and a micro hierarchy within the house functions.

  3. Sorting / Segregating variables: create abstract groupings, categories or types of similar variables to see recognizable patterns.  In this project, segregate functions into public vs. private, or work vs. play, etc.

bottom of page