i love my slaves
i do
Tuesday 31 May 2011
Friday 27 May 2011
IDS report!
syllabus
Cultural Context and communication:
• The social political economic and professional context that guides and supports the design
• The histories and theories of architecture and urban design that have informed the design.
• The use of precedent and case studies in the development and resolution of the design.
• The use of visual, verbal, written, multimedia and participatory methods of communication in the development and communication of the design.
• The relationship between the forms of communication used and different stakeholders: lay, professional and academic involved in the design.
Management, Practice and Law:
• The relationship between the design and regulatory requirements including the needs of the disabled, health and safety legislation, building control and planning legislation.
• The way the design would be financed, procured and realised including a discussion of emerging trends in the construction industry such as partnering, integrated project processes, value engineering and risk management in as much as they relate to the design.
• The role of the architect implied by the design and the management, organisational and practice structures necessary to realise it.
Construction, Structures, materials, environment and sustainable design.
• The structural and constructional strategies and theories employed by the design.
• The construction techniques and processes necessary to realize the design
• The provision and integration of building services
• The physical properties and characteristics of the building materials and components used in the design
• The visual, thermal and acoustic principles which guide the design.
• The relationship between the design and the wider environment including the life styles promoted by the design and the energy it consumes.
• The way building technologies, environmental design construction methods, materials and components have been integrated into the design in relation to: human well-being, the welfare of future generations, the natural world, the sustainable environment.
Resolution:
Students will make an illustrated report of 6,000 words dealing with each of the four key areas. The report must make specific reference to the way the comprehensive design has addressed and resolved the integration of each of the key areas and each sub section of the syllabus.
In the areas of environment, sustainability, construction, structures and materials students must in addition submit sufficient detailed drawings, diagrams, models, simulations, material samples, performance specifications and components to fully illustrate the strategies and decisions described within the written report.
Cultural Context and communication:
• The social political economic and professional context that guides and supports the design
• The histories and theories of architecture and urban design that have informed the design.
• The use of precedent and case studies in the development and resolution of the design.
• The use of visual, verbal, written, multimedia and participatory methods of communication in the development and communication of the design.
• The relationship between the forms of communication used and different stakeholders: lay, professional and academic involved in the design.
Management, Practice and Law:
• The relationship between the design and regulatory requirements including the needs of the disabled, health and safety legislation, building control and planning legislation.
• The way the design would be financed, procured and realised including a discussion of emerging trends in the construction industry such as partnering, integrated project processes, value engineering and risk management in as much as they relate to the design.
• The role of the architect implied by the design and the management, organisational and practice structures necessary to realise it.
Construction, Structures, materials, environment and sustainable design.
• The structural and constructional strategies and theories employed by the design.
• The construction techniques and processes necessary to realize the design
• The provision and integration of building services
• The physical properties and characteristics of the building materials and components used in the design
• The visual, thermal and acoustic principles which guide the design.
• The relationship between the design and the wider environment including the life styles promoted by the design and the energy it consumes.
• The way building technologies, environmental design construction methods, materials and components have been integrated into the design in relation to: human well-being, the welfare of future generations, the natural world, the sustainable environment.
Learning And Teaching
This module will be run in parallel with the development and resolution of the level five comprehensive design project In each of the four key areas students will be required to attend seminars and make presentations to specialist teams within the department and initiate consultations with external specialists managed and retained by the department. The student will be expected to take responsibility for the scope and nature of these consultations and to effectively record and integrate the specialist advice received into the development and resolution of their comprehensive design project. The use and scope of external consultants will be managed by the department to best represent the dynamic forces of multidisciplinary team working that characterises contemporary practice.
Learning Outcomes
An ability to gather, process and make use of the information, processes and strategies necessary to develop a complex design proposal within the four key areas of professional competence described in the module
An ability to manage, coordinate and learn from consultants across a wide range of disciplines.
• An ability to integrate knowledge acquired from taught courses, consultancy, industry, testing, prototyping and participatory processes into a complex design proposal.
• An ability to make and communicate clear strategic decisions in relation to the wider political, economic, professional, environmental, industrial and legal context informing their design.
• An ability to communicate with lay, professional and technical audiences and allied professionals.
Assessment Strategy
Resolution:
Students will make an illustrated report of 6,000 words dealing with each of the four key areas. The report must make specific reference to the way the comprehensive design has addressed and resolved the integration of each of the key areas and each sub section of the syllabus.
In the areas of environment, sustainability, construction, structures and materials students must in addition submit sufficient detailed drawings, diagrams, models, simulations, material samples, performance specifications and components to fully illustrate the strategies and decisions described within the written report.
Tuesday 24 May 2011
Hello slope
thinking this will be the easiest way to deal with building in slope.
workshop floor cant really be on a slope, so steps.
start with the bottom one, level, jump up, level, jump up, level.
leaving the middle to slope - for machinery @ first stage & walking @ second (civic) stage.
nice
roof best to stay compact - independent of the ground works/layouts - easier for connections, rain.
ya
Monday 23 May 2011
world habitat awards - from zoe
Galleries
De Dichterlijke Vrijheid (DDV), Netherlands
In order to address the severe social and economic problems in the Spangen neighbourhood of the city, Rotterdam Development Corporation decided to give an old apartment block away for free, on condition that the new owners met the cost of renovation of the architecturally valuable building and continued to live in the area for two years. Young local professionals, who could not afford to buy a house, were given priority. The average cost for the 40 participating households was US$183,000 and the work has acted as a trigger for local regeneration. Other cities are now using the same approach.
meow
i miss not doing the blog.
I have made a print version last night and thought I would stop there.
But but
but
its still rolling. :))
I have made a print version last night and thought I would stop there.
But but
but
its still rolling. :))
Saturday 21 May 2011
Tuto with Robert and Catrina 20/05
RM
CB:
- Completely with you on the landscaping and development sequence
- consider what you are doing within the courtyards, could they be communal? Remember your whole thesis in your gift project was about providing more of communal/public space
- make drawings BIG
- yep model OK. finish after hand-in good
- make more sequence books
- yep section BIG 1:50/1:20 of one tower 'in making'
- dont want to hear about how precisely cooling towers work.
Tuto with Neil @ Max Fordham 20/05
Thank you so much Neil @ Max Fordham
ND:
- it would work
- bringing relative humidity up > perceived temperature down
- spraying of water could be substituted with El. chillers powered by EV textile
- two down drought in combo with one stack effect tower - in black to heat up more
- better if sealed on sides
- trays at the top to avoid dripping of water
- area of top pads approx. 5% of the floor area
- calculation for how much water - finish yourself, if its too much water > substitute with chillers.
ND:
- it would work
- bringing relative humidity up > perceived temperature down
- spraying of water could be substituted with El. chillers powered by EV textile
- two down drought in combo with one stack effect tower - in black to heat up more
- better if sealed on sides
- trays at the top to avoid dripping of water
- area of top pads approx. 5% of the floor area
- calculation for how much water - finish yourself, if its too much water > substitute with chillers.
Friday 20 May 2011
THU 19.05. - tipi model
During the making of this model, I have made some changes to the design as it was so far:
- only have two rings - one at the top, one at the bottom. The top ring has half members (6) than the bottom (12) , so they can easily be balanced/tensed with cables.
- Additional rings would make the connecting of the rings a complex exercise (not good for DIY)
- Strictly sticking to 1m length for the timbers - as easy as poss.
- canvas would be attached to the cables prior to pulling up, so there are just two pullies - one for top ring, one for bottom ring.
- considering 'doubling of the number of layers in each ring 4 instead of 2
thats it
RSA presentation 18.05. runner up
the FREE unit took it all :))))
RARA - winner
Vernes & I - runners up
This is what I had:
I did get questions:
Q: So is this project about a social space, could you elaborate on the pavement? Are you taking it further? Creating more public space?
Ba: Yes, in my thesis, you are welcome to our summer show to have a look at the finished project.
Q: How did you come to the decision about teaching people?
Ba: I was told in Mex, not to make building, but teach how to, for when I am gone.
Also as Nabeel said earlier, it is a great market (the 95% of the population of the planet, currently not using the services of architect), but it is a different market. Micro finance market.
I dont think anyone should be given stuff for free. The pavement with the manual for £0.99 is just a teaser to give an idea that an access to a method for nominal fee could work in deprived areas as the numbers are huge and there is no point designing every window, rather cover the basics, the strategy, the safety.
Q: so there is not a building design at the end of your project?
Ba: no. does it have to be?
Q: Is this architecture?
Ba: I dont care :)
Ba: wouldnt, leaders would emerge
Ba: who is the developer in the panel? Do you think if I was going to pitch it to you, as a developer,
that you would buy in? The idea that a developer provides public space and 'superstructure' for FAB LAB, for people to build their homes?
Panel: yes, if it increased the land value.
Q: when would the community need me (as an architect) - i.e. where is my job ?
Ba: I ll find out when I get there
RARA - winner
Vernes & I - runners up
Make some shit and make it Beautiful.
This is what I had:
I did get questions:
Q: So is this project about a social space, could you elaborate on the pavement? Are you taking it further? Creating more public space?
Ba: Yes, in my thesis, you are welcome to our summer show to have a look at the finished project.
Q: How did you come to the decision about teaching people?
Ba: I was told in Mex, not to make building, but teach how to, for when I am gone.
Also as Nabeel said earlier, it is a great market (the 95% of the population of the planet, currently not using the services of architect), but it is a different market. Micro finance market.
I dont think anyone should be given stuff for free. The pavement with the manual for £0.99 is just a teaser to give an idea that an access to a method for nominal fee could work in deprived areas as the numbers are huge and there is no point designing every window, rather cover the basics, the strategy, the safety.
Q: so there is not a building design at the end of your project?
Ba: no. does it have to be?
Q: Is this architecture?
Ba: I dont care :)
Q: are you a toolmaker?
Ba: yep, ish. I didnt just sit down and make a tool out of the air. I "designed" the pavement (i mean its not complicated), but yes I drew up the end result and from it - back to the beginning I have made the tool to be able to make the end result. So its somewhat tool making. Somewhat strategy making explained in simple language.
So instead of desighning it and then drawing it up in technical architectural convention, for a client who would have to hire a builder who would then be translating this arch. convention to unskilled labourers. I have skipped that bit and spent time explaining/making manual so that the 'unskilled labourer' = client understands.
Q: when you were talking about the CHUD, who are they? would this be a charitable project? Or are they developers? Where are they based?
Ba: they are by Texas A&M , so in Austin I would think.
Centre for Housing and Urban Development are an organization distributing funds to programs to help colonias, i.e. Tamu water project.
Q: how would I make sure the whole community would get involved
Ba: who is the developer in the panel? Do you think if I was going to pitch it to you, as a developer,
that you would buy in? The idea that a developer provides public space and 'superstructure' for FAB LAB, for people to build their homes?
Panel: yes, if it increased the land value.
Q: when would the community need me (as an architect) - i.e. where is my job ?
Ba: I ll find out when I get there
Monday 16 May 2011
MON 16.05. I havent been drawing in years or what
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