SHAPE GRAMMAR
INDIVIDUAL EXERCISES
Based on shape rules taught in class,we were asked to complete a batch of exercises to show our understanding of the rules learnt.
PROJECT 1
This is a group project where each group is required to find a natural or man-made element surrounding them that they believe having some underlying design principles. Then, facilitated by the tutor the group should analyse the design principles and translate them into shape rules. Next, the group shall use the newly established rules to create new and original façade designs for any chosen block in Taylor’s University Lakeside Campus.
Form a group of 2 students. Each group is required to find a natural or man-made element from actual observations, books or internet which they believe having certain underlying design principles or rules. This could be identified especially if the element has some repetitive components, gradual enlargement or reduction in scale, gradual rotation, or other predictable modifying principles. You may use the whole element or only certain part of the element. For example if the group has chosen a dragonfly as the natural element then they can take only the pattern on the wings to be studied. Concurrently the group needs to choose ONE building block in Taylor’s University Lakeside Campus which they want to apply the façade design on.
Then, the group should analyse and explain the underlying design principles in terms of shapes and forms, i.e.: prediction of how the forms or shapes in the chosen element were formed and translate them into shape rules. There is no limitation on the number of shape rules that can be created. The group then needs to produce FIVE façade designs using the shape rules derived from the element.
Finally, choose ONE façade design from the five options to be superimposed with the image of the building block that has been chosen.
PROJECT 2
In this final project, students will be employing multiple rule shape grammar to produce new architectural designs from their own set of rules. Each student needs to recall and creatively apply all the knowledge that they have acquired from lectures, exercises and Project 1 to produce a good grammar. The shape grammar will allow students to create multiple design alternatives of the building and subsequently choose the best design to be further detailed.
This project requires students to design the Taylor’s University Kayak and Club House. The building can be placed anywhere around the lake but preferably near the play courts. Since shape grammar only concerns with the creation of building forms therefore students are not required to conduct a site analysis for this project. The site context and images are only required to be superimposed in the 3D images of the final design. The minimum space requirements for the building that students need to produce are as follows:
i) Lobby and lounge
ii) Office spaces
iii) 2 changing rooms including toilets & showers
iv) Kayak and equipment storage space
v) Storage space for sports equipment
vi) Indoor game area
vii) 1 café
viii) 1 kitchen
ix) Decks or platforms
x) Other supporting spaces
The first step in this project would be the establishment of multiple shape rules (more than 3 rules) for the grammar to create only the basic designs of the building. The rules may be divided into two types; the basic rules to create the basic form or design of the building, and the ornamenting rules to further elaborate the basic form i.e.: adding roofs, balconies, porches, curve walls, etc. Then, produce a minimum of 6 designs using the rules that have been established without showing the development process.
Next, choose one of the design alternatives to be finalised and show the development process of producing the design using the rules and further detail out the design using traditional design method. Students are required to produce all floor plans as well as a minimum of three views of the final design in 3D to be superimposed with the actual image of the site.
Based on shape rules taught in class,we were asked to complete a batch of exercises to show our understanding of the rules learnt.
PROJECT 1
This is a group project where each group is required to find a natural or man-made element surrounding them that they believe having some underlying design principles. Then, facilitated by the tutor the group should analyse the design principles and translate them into shape rules. Next, the group shall use the newly established rules to create new and original façade designs for any chosen block in Taylor’s University Lakeside Campus.
Form a group of 2 students. Each group is required to find a natural or man-made element from actual observations, books or internet which they believe having certain underlying design principles or rules. This could be identified especially if the element has some repetitive components, gradual enlargement or reduction in scale, gradual rotation, or other predictable modifying principles. You may use the whole element or only certain part of the element. For example if the group has chosen a dragonfly as the natural element then they can take only the pattern on the wings to be studied. Concurrently the group needs to choose ONE building block in Taylor’s University Lakeside Campus which they want to apply the façade design on.
Then, the group should analyse and explain the underlying design principles in terms of shapes and forms, i.e.: prediction of how the forms or shapes in the chosen element were formed and translate them into shape rules. There is no limitation on the number of shape rules that can be created. The group then needs to produce FIVE façade designs using the shape rules derived from the element.
Finally, choose ONE façade design from the five options to be superimposed with the image of the building block that has been chosen.
PROJECT 2
In this final project, students will be employing multiple rule shape grammar to produce new architectural designs from their own set of rules. Each student needs to recall and creatively apply all the knowledge that they have acquired from lectures, exercises and Project 1 to produce a good grammar. The shape grammar will allow students to create multiple design alternatives of the building and subsequently choose the best design to be further detailed.
This project requires students to design the Taylor’s University Kayak and Club House. The building can be placed anywhere around the lake but preferably near the play courts. Since shape grammar only concerns with the creation of building forms therefore students are not required to conduct a site analysis for this project. The site context and images are only required to be superimposed in the 3D images of the final design. The minimum space requirements for the building that students need to produce are as follows:
i) Lobby and lounge
ii) Office spaces
iii) 2 changing rooms including toilets & showers
iv) Kayak and equipment storage space
v) Storage space for sports equipment
vi) Indoor game area
vii) 1 café
viii) 1 kitchen
ix) Decks or platforms
x) Other supporting spaces
The first step in this project would be the establishment of multiple shape rules (more than 3 rules) for the grammar to create only the basic designs of the building. The rules may be divided into two types; the basic rules to create the basic form or design of the building, and the ornamenting rules to further elaborate the basic form i.e.: adding roofs, balconies, porches, curve walls, etc. Then, produce a minimum of 6 designs using the rules that have been established without showing the development process.
Next, choose one of the design alternatives to be finalised and show the development process of producing the design using the rules and further detail out the design using traditional design method. Students are required to produce all floor plans as well as a minimum of three views of the final design in 3D to be superimposed with the actual image of the site.
Comments
Post a Comment