Project 1 Submission : Background Study & Seminar Presentation.
24th Sept. 2012.
1. Group 1: Climate & Architecture in Gaza.
2. Group 2: Case Study of Primary & Secondary Education in Palestin (Gaza).
PROJECT 2:
SITE ANALYSIS PROCESS
Monday, September 24, 2012
Sem 1: 2012/13, DrZin's Workbase Output & Student's Works
PROJECT 1:
Project 1 Submission : Background Study & Seminar Presentation.
24th Sept. 2012.
1. Group 1: Climate & Architecture in Gaza.
2. Group 2: Case Study of Primary & Secondary Education in Palestin (Gaza).
PROJECT 2:
SITE ANALYSIS PROCESS
Project 1 Submission : Background Study & Seminar Presentation.
24th Sept. 2012.
1. Group 1: Climate & Architecture in Gaza.
2. Group 2: Case Study of Primary & Secondary Education in Palestin (Gaza).
PROJECT 2:
SITE ANALYSIS PROCESS
Monday, September 3, 2012
Sem 1: 2012/2013 : DrZin's Workbase Program
SCHOOL Behind the Wall
Palestine was invaded by British several years before it was occupied by zionist Israeli regime started in 1948. Palestinian people who lived freely in peace in their own land were threatened, chased out or killed by the regime to allow them to achieve their goal. Today, most of the Palestinian land were occupied and used by Israeli public, private and individuals who are alien to Palestinian land before. Palestinian people were forced to live in a difficult situation and conditions in the occupied land of West Bank and Gaza Strip. Surrounded by walls and denied basic facilities.
The adult were denied of jobs and their properties often confiscated and destroyed. Up to 11,000 of the Palestinian adult and young were imprisoned due to some simple act of resistance to Israeli oppression. The Palestinian families are always in danger and difficult situation and the future of Palestinian people is very uncertain.
For more then 60 years, people of Palestine are suffering and the right to education among school children are also denied. They only have hope.The concrete walls built by Israeli zionist regime surrounding their homes and villages are another type of oppression imposed by israeli.
The blockade on Gaza strip was imposed by Israeli and it's allies since 2006. Almost all types of goods from necessity to general uses were not allowed to enter Gaza strip of Palestine. The situation worsened when Israeli attacked Gaza strip using all kinds of weapons in 2008 and early 2009. There are 1500 killed and more then 4500 were injured, among them were schoolchildren.
More then 60% of the population in Gaza are children (around 1 mil out of 1.7mil population), and children are particularly vulnerable in situations of armed conflict. The UN Office of the Humanitarian Coordinator (OCHA) indicates that children are among victims killed and injured as a result of the recent air strikes. It is critical that humanitarian assistance, including food, medical supplies, educational items, equipment and other types of goods be allowed into Gaza to address the urgent needs of children and women.
Palestine was invaded by British several years before it was occupied by zionist Israeli regime started in 1948. Palestinian people who lived freely in peace in their own land were threatened, chased out or killed by the regime to allow them to achieve their goal. Today, most of the Palestinian land were occupied and used by Israeli public, private and individuals who are alien to Palestinian land before. Palestinian people were forced to live in a difficult situation and conditions in the occupied land of West Bank and Gaza Strip. Surrounded by walls and denied basic facilities.
The adult were denied of jobs and their properties often confiscated and destroyed. Up to 11,000 of the Palestinian adult and young were imprisoned due to some simple act of resistance to Israeli oppression. The Palestinian families are always in danger and difficult situation and the future of Palestinian people is very uncertain.
For more then 60 years, people of Palestine are suffering and the right to education among school children are also denied. They only have hope.The concrete walls built by Israeli zionist regime surrounding their homes and villages are another type of oppression imposed by israeli.
The attack on Gaza not only destroyed many infrastructures but also school buildings and facilities. Children of Palestine are denied for basic and proper education.
More then 60% of the population in Gaza are children (around 1 mil out of 1.7mil population), and children are particularly vulnerable in situations of armed conflict. The UN Office of the Humanitarian Coordinator (OCHA) indicates that children are among victims killed and injured as a result of the recent air strikes. It is critical that humanitarian assistance, including food, medical supplies, educational items, equipment and other types of goods be allowed into Gaza to address the urgent needs of children and women.
Design a school complex in Gaza
My workbase for this semester will be focusing on the design of primary or secondary school in Palestine, particularly in Gaza. Students in my workbase will require to make a reading related to topics on several issues related to Palestine issues, education issues and challenges to provide decent education facilities to the young community in Palestine which is currently under Israeli occupation and oppressions.
Since the design theme for this semester will focus on educational institutions, the course provides exercises in designing a complex of buildings with a medium/long span structure and with a complexity involving the site planning of several medium scale public access structures that has a building height of four to eight stories (Low-rise) involving the occupancy of not more than 250 persons within an area of 3 acres. Students are required to integrate some knowledge of architectural theory/approach/investigation in designing the buildings with awareness of the services, structural systems, the required construction materials and components and address the related building by-laws.
Site for the school
The site for the proposed school is on a piece of land in the Gaza strip.
Some important activities for DrZin's WB
Apart from all standard activities and responsibilities stated by the year coordinator of the studio, this workbase have planned several activities aimed to achieve the objectives of this workbase such as:-
1. Getting involved in the search for Palestinian info through research and data gathering.
2. Organise awareness campaign and fund raising for the benefit of WB groups and Palestinian people.
3. Traveling within and outside the country to achieve the best of WB objective.
To achieve that, this workbase members must have some important criterias:-
1. Have sense of humanity and care to the people who are being oppressed.
2. Ready to learn and feel the difficulties faced by the palestinians.
3. Ready to organise and actively involved in the activities to help them.
4. Willing to scarifice in terms of time, comfort and energy.
5. Ready to be with the WB activities towards achieving WB goal.
No
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WB
PM DR MOHD ZIN KANDAR
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# To know more about our team: Please click on the names above (link to FB).
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References for Background & Site Context;
6. Gaza Weather
12. EE in Gaza
References for Climatic Knowledge;
References for Site Analysis Process;
Design Ideas
Student's Works : Developments & Final Design Ideas
Sem 1: 2012/2013 : General Course Outline
Course Code: SBA 2126
Semester: 1
Academic
Session: 2012/2013
Total Contact Hours: 130
Lecturer
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:
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Dr Alice Sabrina Ismail (Coordinator)
Dr Khairul Anuar Mohd Khaidzir
AP Dr Zin Kandar
Ar Hong Lim Foo
Dr Dilshan Remaz
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Synopsis
The course provides exercises in
designing a complex of buildings
with a medium/long span structure
and with a complexity involving the site planning of several medium scale
public access structures such as commercial buildings, educational
institutions, housing, government buildings, health institutions,
transportation and telecommunication hubs, as well as religious institution that has a building height of four to eight stories (Low-rise) involving the
occupancy of not more than 250 persons within an area of 3 acres. Students
are required to integrate some knowledge of architectural theory/approach/investigation
in designing the buildings with awareness of the services, structural systems,
the required construction materials and components and address the related
building by-laws. However, design theme
for this semester will focus on educational
institutions and building typologies
that can be address by each studio
master should relate to this theme. Building typologies under the educational institutions theme
may involve built form like child
development centres including preschool and day-care, elementary and
secondary schools, university, including college and post-graduate education, training
facilities, academies and research centres. The choosing and location of the
site depends on the social cultural issues addressed by studio masters.
· Studio masters need to follow
the format for preparing each handout for the given projects – 1,2,3,4 (do
refer to attachments)
· Studio masters need to follow
the designated given mark during assessment for all given projects – 1,2,3,4
according to the CO and PO’s (do refer to attachments)- This is important
to ensure inconsistency of marking between all 3rd yr studios.
· Every studio masters must
involve in giving lecture inputs to all 3rd year students (venue ,
date and time TBC)
LEARNING OUTCOMES
By the end of the course, students should be able
to:
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STUDENT LEARNING TIME
(SLT)
Teaching and Learning Activities
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Student Learning Time (hours)
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1. Face-to-Face Learning
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a. Lecturer-Centered Learning
i. Lecture
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10
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b. Student-Centered Learning (SCL)
i. Laboratory/Tutorial
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120
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2. Self-Directed Learning
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a. Non-face-to-face
learning or student-centered learning (SCL) such
as manual, assignment, module, e-Learning, etc.
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60
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b. Revision
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0
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c. Assessment Preparations
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40
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3. Formal Assessment
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a. Continuous Assessment
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0
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b. Final Exam
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0
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Total (SLT)
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230
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TEACHING
METHODOLOGY
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1.
Lectures
2.
Trips
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GENERAL WEEKLY SCHEDULE
Week 1
10 Sept 2012
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:
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Monday - Intro to the course and
activities.
Grouping of students for seminar.
Briefing of all projects and discussion
1st project given
Friday – Design Forum 1(theoretical background, developing case
studies and issues)(Dr Khairul) Date TBC
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Week 2
17 Sept
# 21
September 2012
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:
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Monday - Studio Discussion of seminar
& Open lecture on details and
construction (AP Dr Mahmud & Ar Ramli)
Wednesday – Open lecture on technical (fire fighting) Ar Marzuki
Friday –Presentation (1st
project submission)
Weekend Trip and Site Visit
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Week 3
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:
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Monday – 2nd project given
& Open lecture on energy
efficiency (AP Dr Amin)
Friday –Design Forum 2(site planning issues and case study)(Dr Alice)
Date TBC
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Week 4
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:
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Monday – Class Exercise or Site Studies
(link with industry – Kementerian Pelajaran Malaysia- vision of Malaysian
education; teachers (national, architect, international), NGO, UNRWA,
architect who design schools, one thesis student who design school)
Friday - Class Exercise or Site Studies(link with industry – Kementerian
Pelajaran Malaysia- vision of Malaysian education; teachers (national,
architect, international), NGO, UNRWA, architect who design schools, one
thesis student who design school)
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Week 5
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:
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Monday – Class Exercise or Site Studies
Friday - Design Forum 3(sustainable
design approach and case study)(Dr Remas) Date TBC
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Week 6
# 15
October 2012
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:
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Monday – 2nd project
submission
Friday - 3rd and 4th project given
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Week 7
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:
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Monday – Class Exercise or Site Studies
Friday – Class Exercise or Site Studies
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Week 8
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:
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Mid
Semester
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Week 9
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:
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Monday- Design Forum 4 (structure and
construction and case study) Ar Hong Date TBC
Friday
-Studio Crit on Design Development
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Week 10
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:
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Monday- Studio Crit on Design Development
Friday- Preparation of Technical Drawings
and Report
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Week 11
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:
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Monday – Studio Crit on Design
Development
Friday - Design Forum 5 (services issues and case
study) AP Dr Zin Date TBC
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Week 12
# 30
November 2012
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:
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Monday- Studio Technical presentation
Friday- Preparation of Technical Drawings
and Report
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Week 13
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:
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Monday – Studio Crit on Design
Development
Friday- Preparation of Technical Drawings
and Report
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Week 14
# 14 December
2012
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:
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Monday- Preparation of Technical Drawings
and Report
Friday- Final Technical Evaluation: Marks
shall be given 20% by panel technical (AP Dr Amin, AP Dr Eka, Dr Khairul, Dr
Remas) and 10% by studio masters
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Week 15
# 19
December 2012
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:
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3rd project submission and final assessment (one whole day
Wednesday) for all 3rd year
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Week 16
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:
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Portfolio
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Week 17
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:
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Portfolio
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GRADING:
Project
Description
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Marks %
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Product
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Marks
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|||||
CLO1
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CLO2
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CLO3
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CLO4
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Portion
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1
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Brief Development
2 weeks
(group)
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5
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Explorative exposition of a case
study in a comprehensive way and
design brief on given project
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10
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||||
0
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||||||||
0
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||||||||
5
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Illustrate proper slide presentation (2.5) and report with diagrams to explain the issues.(2.5)
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10%
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||||||
2
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Design Brief and site analysis (group) &
(individual)
3 weeks
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0
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6
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Identification of issues [problem statement],
interpretation of design
generators, design brief and Concept Formulation (individual)
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20
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10
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Site Study, Data Collection & Site Analysis and
Massing (group)
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|||||||
4
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Writing Design Brief [Individual Report] (2)
Illustrate proper presentation of the findings with sketches to
explain the issues in boards (2)
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20%
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||||||
3
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Main Building Project
6 weeks (individual)
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10
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Producing complete project by
incorporating the schematic drawing derived from project 2
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40
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||||
20
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Illustrate proper presentation of the findings with complete drawing
schemes to explain the issues in boards
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|||||||
0
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||||||||
10
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Portray good communication and verbal
skills in terms of architectural language usage
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45%
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||||||
4
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Technical Submission
3 weeks (individual)
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0
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30
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|||||
0
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||||||||
20
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Producing technical drawings relating to
the project as done in project 3
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|||||||
10
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Illustrate proper presentation of the report with sketches to explain
the issues.
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25%
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||||||
Total
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100
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|||||||
GENERAL REFERENCES :
Design Theory
American Planning Association (2006)
Planning and Urban Design Standards, Hoboken NJ: Willey
Moughtin, Cliff (1999) Urban Design,
Methods and techniques, London: Routledge
Macdonnald, Angus (2001)
Structure
and Architecture, Burlington MA: Elsevier
Ford, Edward (2003)
The
Details of Modern Architecture, Cambridge MA: MIT Press
Cotts, David & Kathy O Ropper &
Richard P Payant (2010) Facility management Handbook, New York: Amacom
Architectural Theory
Walters,
David & Linda Brown (2004)
Design
First: Design Based Planning for Communities, London: Architectural Press
Heat, Kingston (2009)
Vernacular
Architecture and Regional Design : Cultural Process and Environmental Response,
London: Architectural Press
Katz, Peter (1994) The New Urbanism,
Toward an Architecture of Community, New York: McGraw Hill Professional
Walters, David (2007) Designing Communities: Charrette,
masterplans, and Form-Based Codes, New York: Elsevier/ Architectural Press
Zyscovich, Bernard & Douglas R
Porter (2008) Getting Real about Urbanism: Contextual Design for Cities,
Washington DC: Urban Land Institute
Jerke, Dennis & Douglas R Porter
& Terry J Lascar (2008), Urban Design and the Bottom Line, Optimizing the
Return on Perception, Washington DC: Urban Land Institute
Building by Law
Anthony ,Speaight (2009) Architect's Legal Handbook:
The Law for Architects, Edition9, Elsevier Science
Laws
of Malaysia, Uniform Buildings By Law, MDC Publisher
Places of
visit (3rd year)- Kuala Lumpur (general trip) for all
studio 2 days trip (all 3rd year)
i)
National and International school and adult learning school
ii)
PAM centre Kuala Lumpur
iii)
Lim Kok Wing University
iv)
Taylor’s University
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