ARCH1301 Context / Site Generated Design for a Living Environment

Written by Harry Margalit / Bruce Yaxley 2013 Revised by Paola Favaro / Bruce Yaxley 2014 SEMESTER 1, 2014

Site Project: 108/110 Brighton Boulevard, North Bondi - Sydney googlemap.

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TABLE OF CONTENTS Course Information 3

Course Staff 3

Course Overview 3

Course Details 3

Aims and Objectives 4

Rationale for the course 4

Approach: “Proposal” 5

Preliminary Brief 7

Expectation of Students 8

Resources 8

Assessment 9

Weekly Schedule 18

Administrative Matters 20

Appendix 21

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COURSE INFORMATION

Units of Credit: 12 Teaching Times and Locations: Monday Lecture (9.00am-11am) – Webster Theatre B Wednesday Studio Tutorial (9am-3pm) – Red Centre Level 1 | 5 | 6

COURSE STAFF

Course Coordinator: Paola Favaro Room: 4012 level 4 Red Centre West Wing Phone: 93856681 Email:paola.f@unsw.edu.au Consultation times: Wednesday 3-5pm

Teaching Staff Thanks to Ann Quinlan for her invaluable suggestions and assistance. Thanks to all tutors for sharing their knowledge and experience from previous years. Ann Quinlan Brent Trousdale Bruce Yaxley Jason Border John Gamble Paola Favaro Suzannah Potts Vivianne Marston

COURSE DETAILS Course Description from the UNSW handbook 2014 An integrated design studio which covers a number of phases of architectural design. Projects will generally be generated from mixed or hybrid briefs incorporating more than one function or building type. The studio will explore contextual design, including urban patterns, as well as building design and detailed consideration of the technical resolution of an aspect of the building to a high level of resolution. Introduction Your architectural education has been structured in a specific way. Broadly speaking, projects move from lesser complexity to greater complexity, and from smaller scale to larger scale. The project for this semester is for a mixed use building: one that accommodates a range of functions, in this case commercial premises including a restaurant, with a number of apartments above. This is a building type that is increasingly common in developments in Sydney, as our city and its metropolitan area, moves towards an urban vision that encourages higher densities and diverse street life through mixing commercial and residential functions. This is detailed in the NSW Government Planning Document located below http://strategies.planning.nsw.gov.au/MetropolitanStrategyforSydney.aspx The project site in is in North Bondi, a locality of Waverley Council that has a long history of apartment living dating from the 1930s. As part of a neighbourhood a short distance from the beach with shops and apartments traditionally scattered amongst houses, the rationale for a mixed use development here is clear.

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Aims and Objectives for the course As part of the suite of studios in the undergraduate degree, the aim of the course is to extend your proficiency in architectural design, building on the skills and abilities developed in earlier years. At the end of the Bachelor of Architectural Studies you are expected to be proficient in many of the principles and practices that make up the complex, highly skilled ability to design buildings that is a major part of architectural practice. As the first session design course in your final Undergraduate year, this 12 credit point course extends this capacity in a number of ways:

• It positions different functions within the same building or site, to enable students to mediate in their design proposals between a number of differing requirements.

• It presents a range of spaces to be designed, ranging from very publicly accessible to very private. Each of these has a set of conditions that need to be understood in order to maximise amenity

• There are a number of regulations and requirements that you need to comply with and respond to. This will increase students’ abilities to exercise ingenuity and imagination within common constraints, a key skill in architectural design

• The course relies heavily on architectural precedents and language. This adds a layer of architectural literacy to the project – students will develop a familiarity with significant projects, which in turn is expected to inform their designs

• The above will support a key objective of the course – the expectation that students can produce work of high architectural quality. Indeed, the best work will be of publishable standard, based on the experience of previous years. Students are expected to engage vigorously with this expectation, and to be aware that just fulfilling the basic requirements of the brief is a very different ambition to producing architecture of quality.

Rationale for the course The course has been structured in specific ways to help students meet its expectations. Firstly, the scale of the project has been set to be both challenging and manageable. It is also in a setting that demands a high level of architectural quality given the site’s particular character and surrounding context as well as its larger relationship with greater Sydney. The site and its context are demanding, yet allow a broad range of possible solutions. Secondly, the design problem is structured to encourage a provocative approach to the potential of architecture to create environments rather than be constrained by their limitations and ‘norm’ conventions . In this studio a range of practical and humanistic issues have been selected to provoke thinking about

• the nature of amenity (how comfortable and pleasant various uses and spaces are), • urban design (how does the building fit /respond to its context), • building performance (how does the building/massing arrangement respond to its physical

environment), • planning (how does a building strategy organize and develop use/function to create an interesting,

diverse and balanced living environment). All of these factors together become an argument for a particular design response defining ’good and compelling reasons’ for a project site-specific architecture. The use of precedents is intended to foster a deeper understanding of the conventions of architecture as a discipline. Precedents are used not only as inspiration as ideas/ideals but also as the tools through which to critically test and establish a contextual reality. A designer must understand the rationale behind the conventions of the ‘norm’ before going beyond it. Although you have all studied architectural history, including recent buildings, the connection between what you have studied and their possible relevance to a specific context needs to be critically explored. The specific exercises are designed to allow you to bring your understanding of the various parts of the course to a high level of resolution. We will work from the general to the specific, and from small scale to large scale as a progression through the studio. Presentations will show both architectural and design skill, as well as the capacity to effectively communicate your proposals and thinking in a polished manner.

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Approach: ‘The Proposal’ Architecture is a highly competitive and creative field. Architects are often commissioned to do a project proposal for a given site. On the basis of the proposal a client /developer will evaluate the proposal from a number of points of view to decide if it is worth pursuing /investing in. It is not unusual that a developer may not even own a particular site but rather is speculating on a time-limited option to buy it. An architect’s proposal then is a significant part of a comprehensive strategy that tests what is possible or desirable for a particular location and time. A selected architect /developer team (and there may be more than one looking at a site) then will develop their own design strategy /argument that will push the boundaries of the site; socially, culturally, economically, politically and aesthetically. For a good developer the financial bottom line is not always the only interest. This semester’s residential project will be set in the terms described above. It is important to understand the implications of this setting as it places a great deal of emphasis on the process, and each step in the formation of an argument as a strategy, which ultimately justifies the final proposal. For example a developer who is unimpressed with a particular planning solution will reject it long before any emotive /atmospheric rendering is ever seen. Similarly, council’s planner may be unsupportive of the implications of a particular massing or density and refuse to consider it because it would set a ‘precedent in the area’. In the case of this project the tutor will evaluate the alternatives presented and ‘knock them back’ if they are unconvincing as explorations of potential solutions. The import of this is that you must have at least three alternatives to each stage of the problem (including one fail-safe) or risk being knocked back. Your proposal must perform better than what exists and you must demonstrate why. The architectural proposal is a critically informed synthesis of design ideas, site and context issues, a refinement of a brief and the spatial planning /organization of site uses. In terms of a design process the problem is divided into three inter-related PARTS. Each PART is divided into STAGES and /or TASKS that roughly correspond to contemporary office project trajectories. Each part of the design exploration establishes a defensible set of reasons for a given direction (design) that becomes the foundation for the following stage. There is a tutorial emphasis on design method that recognizes the value of asking the right (relevant) questions appropriate to the design issues and explores multiple options at each stage of the design exploration. The design problem must be primarily considered from the standpoint of the spatial relationships of use and experience over the expressive qualities of form. The design challenge is to develop a meaningful space of experience, hence a dynamic living environment that anticipates the space of human events not an abstraction of visual ‘objects’. THREE PARTS - DESIGN PROBLEM/PROCESS The design problem/process is organized into THREE PARTS whose separation allows for course administration. The FIRST PART is critical and in many respects defines the foundations for the following two. The FIRST PART is composed of SITE STUDIES (STAGE 1 – TASK 1,2,3) that are concerned with testing and establishing design parameters. The first stage is importantly intended to challenge design pre-conceptions (including Council’s) and set the stage for alternative development strategies/narratives. The SECOND PART (STAGE 2) is a schematic design proposal which comparatively establishes a particular approach to a schematic site organization through the issues of

• access, • amenity, • brief development • use based on modular planning.

This second stage as a massing argument goes further than the internal issues of the site to confront the issues of urban design and the realities /assumptions of a contextual ‘fit’.

The THIRD PART (STAGE 3,4,5) is concerned with developing the design argument through

• apartment amenity, • architectural language, • physical structure • expressive materiality.

And finally Stage 5 is concerned with the technical refinement of building details.

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PART 1 – STAGE 1 SITE STUDIES (Task 1, 2, 3) Weeks 1-4 Exploring Design Standards – Testing the existing site The project site is an amalgamation of two adjacent lots occupied by two connected blocks of residential apartments and a single family dwelling. The combined site is located at 108 /110 Brighton Boulevard North Bondi, Sydney.

• Approximate combined site area: 1,335 square meters • Assume a fall dropping from the north boundary to Brighton Boulevard of approx. 4m. Contours at 2

m can be derived from the Waverley Council public mapping site: http://mapping.waverley.nsw.gov.au/Exponare/PublicApplication.aspx

With respect to the site visit on Wednesday 5 March 1pm all you need to know is visible from the street. Do not under any circumstances disturb the residents and tenants of these properties, or walk on these properties without permission. There are a number of important points to note:

• The existing building at 108 was probably constructed in the late sixties and is typical of the period and representative of the area height and density.

• The current height is estimated at about 13 meters and density /FSR of about 1.23 :1. • Parking is provided by internal road access to open areas below and around the north block. • The adjacent lot (110) has a non-descript single level family dwelling, probably constructed earlier

than the apartments. • The geography of the site provides a number of challenges with respect to slope and as a triangular

site at the apex of grid shift in street alignment.

N.B. All proposals will assume the clearing of both lots.

Current Site Regulation: The first site at 108 Brighton has at present been down sized from the existing density (1.2) to .6 FSR and an allowable height of 9.5m. This density is comparatively low and would likely reflect an attempt at a transition in scale towards the smaller scale/grain of single family residential towards the escarpment. Based on precedents set by multiple residential in the immediate context though, densities approaching or greater than 1:1 could be proposed along with 13 meter heights. Ultimately any proposal will attempt to achieve a liveable balance of outcomes. Although Waverly Council anticipates renewal in this area current tendencies have favoured the very wealthy to downsize even further to luxury homes given the potential scenic views. Hence redevelopment is not always along expected lines of increasing density and areas under development pressure confront not only physical change but also cultural, socio-economic and political influences.

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Architecture today takes place in a thicket of regulations and codes which control every aspect of design. Part of the intent of this studio is to introduce you to the kind of controls and standards that you will encounter in practice. In particular you will need to address the objectives of Section 3 of the Residential Design Code NSW – Building Amenity, which can be downloaded at http://www.planning.nsw.gov.au/programservices/pdf/designcode/03_part03_b.pdf PART 2 - STAGE 2 - SCHEMATIC PROPOSAL - WEEKS 5, 6 An Evolving Design Strategy The design problem departs from an understanding of the existing site and context. While the existing single family home is of little interest the connected apartment blocks adjacent are worth considering. In this respect this existing building sets a ‘context standard' that could be argued has a continued relevancy until something better is proposed. Students will be challenged to propose a proportionally better solution based on criteria evolved through a comprehensive design strategy set out in the early weeks of the semester. A strategy, which would go beyond the existing should be the goal of studios as a result of

• interactive site analysis, • 2 space-planning • 3 massing studies.

The best mix of apartment types and corresponding building types will be the conclusion of site explorations studies and the basis of the design proposal/strategy. A Preliminary Schematic Design Proposal would be presented in week 5 that establishes: site use, a specific brief/apartment mix and building form. To arrive to some fundamental understanding of the problems students will have to work with representative modules that constitute standard apartment types. Thus the first part of this problem is not inventing the hitherto unseen but rather testing and establishing recognizable parameters through the application of residential standards to the particularities of the site. A sense of the contextual standards of the period will be evident from a study of the existing site usage and other local context examples. Additionally students should refer to the New South Wales government publication “Residential Flat Design Code” with particular reference to the chapter on Building Configuration that you can find in this website: http://www.planning.nsw.gov.au/residential-flat-design-code It is important to appreciate that the examples of unit planning presented in the ‘Flat Code’ are not models of excellence but rather ‘good practice’ in applying accepted organizational relationships of apartment living. Students at this stage should be working with typical standards for residential living that can be manipulated as flexible planning modules. For the particulars of apartment elements and their functional sizing reference publications such as Neufert’s Architect’s Data or Metric Standards are very valuable. The exploration of alternatives and flexibility in organization /aggregation is more important than image at this stage. While flexibility is important, efficient planning with the minimum of circulation and residual space allows the designer to make informed evaluations. PRELIMINARY BRIEF: The design problem assumes that within the evolution of architectural form there is corresponding balancing and fine-tuning of the brief. The early planning stages of the brief must be flexible to allow for exploration and some lateral thinking. It is recommended that this formative stage be based on block or modular planning. As a starting position for site planning the following requirements must be explored, documented and critically evaluated: Commercial: A quality restaurant/music venue whose operation is independent and respectful of the residential units will provide a complimentary activity at grade. This venue will include a street front café along with club-like intimate dining, a commercial kitchen and service area but not onsite patron parking. Residential: From a minimum of 8 to 14 plus units required to develop a range of densities. Exact number and configuration to be argued, but must be equal or better than existing apartments at 108 Brighton Boulevard. Preliminary space planning studies must accommodate one example of each apartment type below:

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a) Studio Apartment of 38.5 m2 internal and 6m2 external

b) One bedroom unit with an internal area of 50-60 m2 and external area of 10 m2.

c) Two bedroom unit with an internal area of 60 -80 m2 and external area of 11m2

d) Two bedroom unit +study with an internal area of 120-m2 and external area of 15 m2

e) Three bedroom unit with an internal area of 125 m2 and an external area of 24 m2

e) Disability: minimum two apartments must be accessible for people with disabilities

f) One common meeting room with external space to be provided.

Parking: one space per unit.

Storage: Storage must be provided either within the units or in a ground level lock-up.

Common Amenity: a provocative and integral landscape garden of appropriate size.

PART 3 - STAGE 3 DESIGN PROPOSAL weeks 8,9 STAGE 4 DEVELOPED DESIGN PROPOSAL week 10,11,12

STAGE 5 DEVELOPED DESIGN TECHNICAL weeks 13,14,15

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EXPECTATIONS OF STUDENTS

An integral part of this course is attendance at lectures and tutorials and engagement in studio activities. Consequently you may fail the course if you do not attend regularly even if you complete all assignments. You must actively participate in studio and complete all set work to a satisfactory standard as discussed during the lecture and tutorial.

The expectation for all tasks given the 12 credit nature of the course is that there is three hours a day of independent work done towards the resolution of each task, that is a 25-30 hour week. Needless to say the third year is a critical one in your passage through architecture. This course in particular is to prepare you for ever increasing complexity in architectural problem and a resulting sophistication in responses.

For Special Consideration, Late Work and other policies in the BE Policy Outline please refer to the Built Environment and UNSW Academic Policies outline which provides more detail. RESOURCES A number of online and physical resources are available for the course. Many of these are crucial to fulfilling the requirements of the course. They fall into 3 categories:

• Materials available through the University Library and Moodle teaching site • Materials available specifically for this course but hosted elsewhere • Materials available for download from commercial or government sites

Resources to undertake the design and assessments Site information through Waverley Council Online Mapping: http://www.waverley.nsw.gov.au/council_services/online_mapping This is great resource for understanding the history and status of the site and its surroundings. Required Reading Flora Samuel, Le Corbusier in Detail, Burlington: Elsevier 2007. This is available through the UNSW library as an electronic book. Roger Sherwood, Modern Housing Prototypes, Boston: Harvard University Press, 1979 Recommended Reading Carles Broto, New Housing Concepts, Barcelona: leadinginternational ,2000 Ernst Neufert, Neufert Architect’s Data, London: Wiley-Blackwell, 2012 Clark, R and Pause, M. Precedents in Architecture. 2005. Geoffrey Baker, Design Strategies in Architecture: an approach to the analysis of form, Van Nostrand (1996) Eric Firley, Caroline Stah, The Urban Housing Handbook, Wiley 2009 Edward Ford, The Architecture Detail, Princeton Architecture Press, 2011. Holl, Steven.The Alphabetical City, Pamphlet Architecture 5, Princeton Architectural Press, New York 1980 reHousing: 24 Housing Projects, published by RMIT, 2008 Carmona, M; Heath, T; Oc, T & Tiesdell, S Public Places – Urban Spaces: The Dimensions of Urban Design, Oxford: Architectural Press. 2003. (see in particular the chapter on Morphology) Lorraine Farrelly, Drawing For Urban Design, Lawrence King Publishing: London, 2011 Waldheim, C. ‘Landscape as urbanism,’ in: Waldheim, C. (ed.), The Landscape Urbanism Reader, Princeton Architectural Press, New York, 2006, pp.35-54. Virginia McLeod, Detail in Contemporary Residential Architecture, Thames and Hudson, 2006. Jeremy Till, Architecture Depends published by The MIT Press, 2009 Tschumi, B. Architecture and Disjunction Cambridge, Massachusetts: The MIT Press 1994. http://www.umemagazine.com Codes and Planning Documents from NSW Department of Planning These contain a useful overview of apartment planning with case studies and rules-of-thumb for apartment design. Residential Design Code NSW http://www.planning.nsw.gov.au/Programsservices/DesignQualityProgram/ResidentialFlatDesignCode/tabid/158/Default.aspx Section 3 of the Code – Building Amenity. This is to be used as a guide for your design, and its objectives addressed in Task 9. http://www.planning.nsw.gov.au/programservices/pdf/designcode/03_part03_b.pdf

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ASSESSMENT Design Studio Submission Requirements This design studio has been subdivided into 5 stages. Stage 1 (Task 1,2,3) intended as a Foundational to the Schematic Design Proposal has a Pass/Fail value. Stage 2, 3, 4 and 5 have an assessment weighting as a percentage for the final Course Mark. N.B. Three failures in the Stage 1 tasks will require students to justify their continuing presence in Tutorial. In particular task 3 must be carefully and thoughtfully prepared or it will be ‘knocked back’ until an acceptable submission is received. PART STAGE DUE DATE Weight 100% PART 1

1 SITE STUDIES (Task 1; Task 2; Task 3)

Weeks 2,3,4 PASS/FAIL

PART 2

2 SCHEMATIC PROPOSAL Week 5 2/4 15%

PART 3

3 DESIGN PROPOSAL Week 8 30/4 15% 4 DEVELOPED DESIGN PROPOSAL Week 12 28/5 50% 5 DEVELOPED DESIGN TECHNICAL Week 15 18/6 20%

General Note; CAD computer modeling or Hand Drawn submissions: There is no formal requirement nor even a preference for CAD for any part of the course submissions. All submissions, including weekly studies, though must have a hard copy that can either be discussed around the table or pinned up on the wall and discussed. Computer only screen presentations will not be allowed. Assignment Descriptions PART 1 | STAGE 1 SITE STUDIES – Pass /Fail. This foundational design stage has three TASKS: TASK 1 SITE /CONTEXT ANALYSIS /EVALUATION Task description:

A3 or A4 format with your annotations/conclusions on them that is not just a drawing. Information should be roughly in scale or diagrammatic.

Site analysis The site analysis is a critical part of the design information that will be developed to influence this project. This information will become a continuous basis through which design decisions are tested and evaluated. As a guide to basic site analysis the list of relevant criteria provided in the Residential Flat Code published by Planning NSW will be used. See attached abridged list of requirements. The site analysis should be done in both plan and section. Context analysis /appraisal: Part 1 in this part of the exercise two existing apartment plans –one of the existing building and a nearby or adjacent building will be drawn at 1: 100 and comparatively assessed in terms of their strengths and weaknesses and the issues of the site development.

• site analysis section of the reference publication of NSW planning ‘the Residential Flat Code’ Speculate on the adjoining apartment types and their impact on the site-

• Consider the spaces that have informed the existing habitation there; that is the little gestures that people have made that make small difficult spaces livable…. This not to romanticize but critically evaluate and judge. A sense of human scale is critical in establishing ideas of ‘contextual fit’

• Draw the elevations of the buildings that directly surround and impact on your design site with a schematic plan of their probable layouts beneath them.

• Explore, compare and contrast possible FSR and heights through a simple site axonometric. • Draw the street elevations that surround the site along with a site section including the streets and

adjacent frontages. Insert alternative volume studies and assess your conclusions. • Define the more fundamental issues of overlook and privacy- where are there potential

conflicts/problems in developing the site? The response to an actual site is more important than the generic or general guidelines that council develops to suit all sites regardless of specific conditions. This means that your building must be grounded in the specifics of the site…. Where are setbacks important- or where can they, given issues like slope, views and sun angles be managed by design features.

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Task Objective: To gather both empirical data and a conceptual familiarity /understanding of the site and context. Task Assessment Criteria: See Appendix at the end of this document for Stage 1/1 TASK 2 Brief Evaluation/Exploration | Study Models: Context And Precedent Task Description This task has two parts to it. The first is to develop a working study model of the immediate site and context as a tool through which to develop project ideas and insights. The second part is to explore relevant precedents whose qualities of build form and architectural language as well as internal organization could stimulate design ideas and an appreciation of the issues of unit aggregation. Task Objectives

• Selecting /interpreting facts and observations • Reducing the problem to simple parameters –editing /clarifying information • Defining/evaluating importance and establishing meaning by imposing hierarchy- proposing

alternative interpretation (size, function and order) (compare and contrast) Contrasting alternative graphic organizational relationship schemes

TASK 2/PART 1: PHYSICAL SITE/CONTEXT MODEL: The site model is intended to provide a time effective tool for site planning and representing its implications in terms of form/ building type. It is not intended as a detailed model. In line with its level of decision making it will be done at a scale of 1:200. Assuming the site at its centre the model should be limited to about 500 mm on a side. It can be constructed of double ply white or grey card to create a neutral monotone study base. No detail should be added to suggest realism such as green grass. The actual site area should be constructed in such a way as to allow for the insertion of a series of alternative Part 2 is intended to facilitate an ongoing series of site/building studies. The modeling of a context base as an exercise provides a tactile awareness of the existing spatial and volumetric qualities surrounding the site. Model Base: The model base should be simply and expediently constructed to define important relationships without recourse to time consuming details such as articulation of context buildings. Simple representative twigs/toothpicks may be useful to model significant landscape features. Curbs and road surfaces will be useful to define streetscape spaces, setbacks and scale. The model should be close to the diagram below. (pdf attached)

TASK 2/PART 2: BUILDING TYPES AND PRECEDENTS STUDY The precedent study model @ 1:200 is intended to provide a preliminary point of comparison and study for multi-unit residential building. While many of the precedents are designed for larger sites individual unit groups (typical stacked aggregation) and their organization offer a interesting point of evaluation/analysis when set into the study model base. Precedent models then should illustrate a partial sectional view of a multi-unit project providing a sense of relative scale through room partitions (one wall loose) and common circulation elements (stairs/corridors/courtyards/entrance elements) where feasible. Precedent models need not be highly detailed and constructed on a single ply card base that allows them the maximum freedom of being inserted/positioned in the model base. Accompanying the precedent models should be a written analysis /diagrams / plans / sections that discusses the precedent design’s qualities and how they could be relevant or not to the site project-possibilities and limitations. This is a continuation of the site studies from Task 1 and requires you to compare and contrast the possibilities of the precedent design with the constraints and opportunities defined in Task 1. For example in most cases there could be discussion of:

• the quality and nature of associated urban spaces, • cultural attitudes towards apartment living, • expectation of amenities, • materiality, and environmental design features • mass, scale and organization of the unit /building type and the Australian/Bondi context.

The discussion requires you to argue (compare and contrast) issues relevant to the Bondi context not personal preferences. The intent is to stimulate a broad awareness of apartment design issues across the tutorial.

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From the list below, select a building and construct a neat cardboard model in light (2 ply) card showing building form, all internal spaces and all openings. Leave card unpainted/single colour (white or off-white). The model is to be at 1:200 scale, on a single card base, with your name(s) printed on. The roof and one sidewall are to be removable. The models should illustrate the organizational ideas of the unit and it’s potential for aggregation. If drawn from a larger building the portion modeled should be able to placed in the context/site model and not be more than three levels high. As a guide you should not model more than 3 apartments, but include common circulation between apartments (apartment access). Researching and analyzing precedents: Given an understanding of the project design intent through the brief analysis a comparative study of existing examples in whole or in part of analogous projects.

• Research into cultural building types as a whole • Critical research into functional components

1. Section of Unite d’Habitation (Le Corbusier) 2. Portion of Atelier 5’s Seidlung Halen 3. Section of Neue Vahr Apartments, Bremen (Alvar Aalto) 4. Ichinomiya Row houses (Kenzo Tange) 5. Nemausus 1 (Jean Nouvel) 6. Lake Shore Drive apartments (Mies van der Rohe) 7. Nexus World Housing (OMA) 8. Ham Common flats (Stirling and Gowan) 9. Gifu Kitigata apartment building (Sejima and associates) 10. Rue de Meaux housing, Paris (Renzo Piano Workshop) 11. Flats at Hansaviertel (Alvar Aalto) 12. Bondi Apartments (Hill Thalis Architecture + Urban Projects) 13. Rose Bay Apartments (Hill Thalis Architecture + Urban Projects) 14. Pindari, Randwick (Candelapas Associates) 15. Nappier Street Housing (Kerstin Thompson Architects) 16. Edgecliff (Harry Seidler) 17. Rushcutters Bay (Harry Seidler)

Task Assessment Criteria: See Appendix Stage 1/2 TASK 3 URBAN DESIGN ISSUES |SITE PLANNING/BLOCK STUDIES ( Developing 3 alternatives) Task Description: Drawings, diagrams and site model @ scale 1:200 Planning- 3d model programming blocks:

• 3 alternative organizations to demonstrate the range of possibilities of apartments (min 8-14 up) • Graphically constructing possible spatial representations • Defining organization hierarchies • Defining circulation and access, sequence, use, proportion

Objective: Preliminary site organization study. The aim is to understand the issues of developing residential within the constraints of the site, with due consideration of privacy, access, orientation, environmental factors unit mix open space and building height. This task will require you to evaluate and document the prevailing development norms/expectations, their impact and significance against alternative ideas for realising this site’s qualities and potential within its context. Step 1: To Understand and document existing assumptions students should be familiar with Waverly Council’s LEP and DCP and graphically illustrate in schematic plan. Section /Axonometric

• The application of Council Controls to the site (FSR .5:1) as a reference. • An approach to the issue of parking. You will need to explore parking options / layouts before you

make assumptions about the number, type and placement of units.

Step 2 Against these restrictions/constraints and the opportunities /insights from your site analysis you will test and explore:

A) 3 Strategies to answer the question of how many, what mix of apartments and with what building form /massing configuration?

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It will be necessary to develop three strategies with respect to 3 different and viable approaches to FSR, Height and Massing to compare as responses to your interpretation of site conditions and their relative significance. You are exploring the question of how much and where the brief can be developed and why. The possibilities of assembling basic unit modules as required by the brief and their aggregation/mix of types in building organization(s) The intent is to apply and test the assumptions of standard apartment types /sizes and resulting building form against the site specific conditions. Note: You are not being asked to design individual units but rather test and document the impact of standard modules upon site issues. Apartment modules similar or substantially the same in terms of basic size and amenity may be sourced from

• The examples found in the residential Flat code manual (available on line), • Your precedent example studies (modified to suit) • Architectural journals and real estate advertisements.

Requirements: block modelling as above and corresponding annotated schematic plans, sections and explanatory diagrams. Details of apartments are not required beyond the division of entrance, location of public and private areas

Medium: Drawings (plan and sections) and block model -scale 1:200 • Site /Apartments- Bubble diagrams exploring/ annotating internal apartment relationships and

adjacent site issues. Issues of site access, internal circulation and amenity must be considered. Sketch plans and sections

• Commercial-Bubble diagrams defining the internal relationships café seating, commercial kitchen and performance stage service area and accessing. Issues of Public and private must be addressed.

N.B. Commercial aspect does not require 3 different schematics but more likely some variations on a theme.

B) Study Model

Medium: physical model To construct a series of 3 (min) planning models to test aggregations of apartment types to define possible alternative approaches to the issues of density and height parameters for the site. Using the 1:200 site model simple block volumetric representations of the apartment types (listed in the preliminary brief) will be arranged to construct plausible floor plates. Unit aggregations, given the small scale could be cut from polystyrene foam or plasticine and assembled on loose card floor plates. Your models should be of flexible construction to allow for constructive criticism and suggested modifications during discussion.

C) Assessment and Conclusions: Defining 3 Plausible Arguments Medium: Written argument Architecture is always a balance of ‘good’ intentions. For each of three (3) schematic proposals, that will likely represent a range of ideas from the conservatively rational to inventively provocative, a student evaluation of the issues and design responses must be submitted in point form. The three assessments will attempt to positively argue the merits of each direction. Each direction will necessarily be conceived of as a potential precedent for the local North Bondi context. That is you must be able to defend the possibility that it could be repeated on an adjoining site with a positive outcome- i.e. it is not a special case.

N.B. Three failures in the preceding tasks will require students to justify their continuing presence in Tutorial. In particular task 3 must be carefully and thoughtfully prepared or it will be ‘knocked back’ until an acceptable submission is received Task Assessment Criteria: See Appendix Stage 1/3 PART 2 | STAGE 2 SCHEMATIC PROPOSAL 15% Task Description: Medium: Drawings, diagrams and site model @ scale 1:200 Requirements:

• An explanatory site plan showing the issues/impact of site environment on a given organization. • A suite of drawings at 1:200 in plan, section, and relationship bubble diagram showing apartment

layout, aggregation and site organization. (Elevations not required) • A massing model of the organization that can be inserted in the context study model.

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• Shadow diagrams through computer modelling (Sketch-up or other CAD programs) • Street perspectives

Task Objectives: A Schematic project strategy. Based on the three variations developed in task 3 and in the light of your tutor’s critical review, a synthesis of the most promising ideas and insights will become the basis od a single design proposal. While this proposal should be complete as an image/building it should also recognise unresolved issues and in doing so provide/present secondary alternatives where required for discussion. The proposal will be composed of a complete group of drawings and model that demonstrates an understanding of a provocative synthesis of ideas and insights as an intervention/solution to define a potential site organization/ development strategy. This task is pivotal to engaging the next part of the course. Task Assessment Criteria: See Appendix Stage 2 PART 3 | STAGE 3 DESIGN PROPOSAL 15% ( a comprehensive argument for a design direction) Task Description Stage 3 is a development of Stage 2 Schematic Proposal, and you are required to present more detailed planning of the apartments and the restaurant. This is a large leap in the design, as you will need to consider how to respond to balcony/terrace requirements, solar access and acoustic principles set out in Part 3 of the Residential Flat Design Code. Presentation will be composed of a comprehensive set of drawings at various scales showing the character and layout of the scheme, with 1:100 plans and sections of each apartment type and the restaurant. Note that each scale change brings another level of detail. A 1:100 drawing is not a 1:200 drawing enlarged – it contains a great deal more detail information such as bathroom and kitchen layouts, storage, door swings, floor finishes and wall thicknesses, as well as key structural elements. Task Objectives There are 3 levels of project development that that must be addressed in this stage: 1) Apartment development: At this point as an architect you should be starting to explore internal spaces through sketch vignettes. This heralds a focus on internal spatial ajances and sequences; the sutblies of a user journey within the project. As apartment spaces, their sequence from public to private and their orientation to views and with it fenestration become more explicit through proposed furniture layouts the architecture begins to communicate a hierarchy of qualities in association with: exterior space whether at grade or a terrace, in addition to the issues of light and cross ventilation. Consider:

• Check carefully the circulation within the apartment for wasted / ambiguous / difficult to use space. • There should be no bathroom doors opening on to living room spaces. • Furniture should not line the wall but rather occupy the space • Avoid the need to move through bedroom areas to reach semi-public living areas • Bathrooms /ensuites must be appropriate to apartment size • Apartment internal storage areas should be reasonable and discretely located. • There is probably no necessity for a laundry room • Bedrooms and associated terraces should not be placed in a position of contextual overlook. • Roof gardens are an undervalued amenity in inner city living. • Winter gardens (flexible enclosed/glazed terraces) offer a counterpoint to the absence of an

external yard for upper level units. The Plan drawings themselves should be progressing to a more articulate level giving wall thicknesses, as well as showing key structural elements. 2) Definition of Solid and Void: the beginning of an architectural vocabulary As the architectural form evolves and changes there should be supplemental models @ 1:200 that test how these forms, articulated by solid and void, roofs and ground planes continue to interface with the existing

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context. A reasonably articulate card model will be made to fit in the context model. Models could be made in sections so that areas of ongoing change can have alternative expressions interchanged. At this stage of the proposal all the significant design issues including structures should have been addressed in a broad sense .The presentation of this stage of the design should be on the basis/ or form of an argument defending the proposal and drawing upon supporting diagrams, models, sketches as required to clarify design decisions. As a design proposal you should try to work with some basic terms of reference; that is your process should be appropriate to the level of detail required at this stage of design development. For example, the solid/void relationship is at this level quite schematic (approaching an all or nothing dichotomy) and correspondingly serves the dual purpose of elaborating upon interior space as well as articulating the massing as ‘a play of volumes/forms’. So within the modernist tradition and to assist you in developing massing/volumes articulation try to avoid ‘punched windows’ to reinforce a basic design opposition between solid and void. 3) Continuing Site Development: The Public/Semi-Public Qualities of the Site: Pedestrian Street entrance: The user, whether occupant or guest is subjected to the architect’s unfolding site organization which should provide more than indifferent/boring pragmatic corridors but an interesting experience that reinforces the qualities of the architecture through discrete views/ unfolding relationships. So… avoid airless, dark internal corridors. Communal Landscape Garden & Meeting room. Within council’s interests / responsibilities and supported by the residential flat code, multiple developments are required to provide a space through which residents can socialise. This is of course often small, informal and directed towards reducing the likelihood of alienation within the stresses of an urban environment. It is also the opportunity to provide a passive visual amenity/ focus and orientation within a development. Landscape as Amenity and a Buffer to Privacy It is too frequently the case that developers will press for a cost effective maximization of the site that often results in the sacrifice of landscape as an expressive feature. Deep soil planting and the burden of continuing maintenance are important factors in the initial site planning. While you cannot control the adjacent properties, positive gestures of setbacks and landscaping are part of your argument to council in creating ’desirable and appropriate’ context relationships Stage Requirements: In general drawing submissions should begin the transition from abstract plan relationships to a practical sense/use of space; internally and externally. For this week’s tutorial use must provide:

A) Plans showing apartment layouts with furniture to illustrate spatial sequence/ use/proportion. (Develops/ explores the relationship of the unit to the whole development)

B) Sections, both site and detail to illustrate and develop: site relationships as well as internal apartment spaces. (Answers the question of proportionate spatial development)

C) Diagrams that conceptually explain the expanded relationships of the apartment units to the site and the context. (Elaborates upon spatial relationships)

D) 3 dimensional drawings/renderings to illustrate and argue: Significant site-specific spaces as focal points/amenities and circulation Views to apartments and externally from apartments around the site and context (answers the question who sees what and why?

E) Study model update defining the fine-tuning of massing variations/alternatives Task Assessment Criteria: See Appendix Stage 3 PART 3 | STAGE 4 DEVELOPED DESIGN PROPOSAL 50% NB: To pass ARCH 1301 you must pass this component. If your scheme is deemed not passable but capable of development at this submission (35% mark for this task at least), then you may be able to re-submit to a panel of tutors in Week 14. Any re-submission can only achieve 50% for this task. Also note that there is an attendance requirement to present. If you have attended less than 8 tutorials you will not be permitted to present. Task Description: As the architectural form evolves and changes there should be supplemental models @ 1:200 that test how these forms, articulated by solid and void, roofs and ground planes continue to interface with the existing context. A reasonably articulate card model will be made to fit in the context model. Model could be made in

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sections so that areas of ongoing change can have alternative expressions interchanged. At this stage of the proposal all the significant design issues including structures should have been addressed .The presentation of this stage of the design should be on the basis/ or form of an argument defending the proposal and drawing upon supporting diagrams, models, sketches as required to clarify design decisions. A list of specifically required drawings will be available the week before. This stage of the design is intended to focus on the detail issues materiality, architectural character/ form, and site development including the required communal garden. A serious issue with inner city living is privacy when distance and spaces between apartments shrinks with increasing density. Along with sun control this problem often leads to significant design responses /gestures that become features rather than band-aids. Glazing along with sun control, privacy screens and ventilation make the design of the façade an argument unto itself in mediating upon the stresses of inner city living. Within the Sketch-up, Archicad or Revit CAD model demonstrate that significant views from both within the project and from the neighbouring context are not compromised by overlook conditions (balconies) or direct views into bedroom areas. In addition to developing ways of minimising acoustic interference between apartments, and within apartments, you are also required to demonstrate an understanding of the acoustic performance of the restaurant for live music. Using tools presented in ARCH1362, present a preliminary report (2 A4 pages) showing your evaluation of the performance of your restaurant, and how you have modified the space to improve performance. The emphasis here is not entirely on the measurements, but is equally on your understanding of the principles by which you can improve performance. A second part of this task is to continue the design of your scheme through to construction and detailing. To do this you will need to refine the structural system. Present a 1:20 detail section and elevation of part of your building taken through the facade and covering a portion of about 5mx5m in plan. The section must extend from footings to roof, and the elevation from ground to roof. Pay particular attention to the graphic presentation. In the section it is crucial to distinguish between the elements that are cut through and the elements that are visible in elevation. Draw everything, and use varying line weights and hatches or fills to add clarity to the drawing. In the elevation use shadows and careful rendering of surfaces to show the textures and light/shade quality of the building. In both drawings try and avoid excessive “heaviness”: use the lightest line weight and texture needed to achieve the desired effect and clarity. WEEK 12 FINAL PRESENTATION Presentation Direction and Format Given the student numbers and invited critics the presentations are limited in time. We cannot go over time. Each student is allocated a 15-minute presentation composed of approximately 8-9 minutes of explanation and then responses to critical questions. The descriptions below are a suggested guide to excellence. Assume not more than 7 A-1 sheets- probably vertically formatted, depending upon the individual design, -the intent is not to limit the discussion but allow for variation in achieving the best possible understanding of the design. Given the time restrictions succinctness, simplicity and clarity are paramount. The presentation should avoid redundancy. Each diagram/ drawing /model should be considered on the basis of what information it needs to convey which is to say be careful with duplicating the level of detail. Models: 1:200-site/study model. This model which, probably needs no further work as a ‘study model’ will be used to illustrate the proposal from the standpoint of massing/ open space contextual issues of the design. 1:100 Project model- generally white (monotone) or off-white card model that is within the site boundaries (no context required. Facades should be articulate in developing architectural character. N.B. Models should be capable of being propped/held up without falling apart. Sheet 1 Project Introduction One major image (half to two thirds of sheet) a large perspective -Iconic rendered image of your project taken from the street at eye-level. This image should convey /dramatize the project- artistic interpretation is encouraged to ‘sell’ the project. Lightly shadowed site plan including some surrounding context Diagrams explaining a) site organization, b) site circulation-entrance and access c) issues of

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design/massing /streetscape/ volume/setback/ landscape. Sheet 2 Site and contextual issues. Scale: variable or nts. This sheet is to discuss the broader concepts of the design to include:

• Diagrammatic plans /sections /sketches /vignettes that explain and argue the design issues: • Illustrating Council expectations (FSR -allowed and proposed), • Existing building fabric and uses, • Views and view sharing. • Site/environment analysis and responses, • Shadow diagrams • Site amenities and site qualities /experiences

Sheet 3 Commercial Component Scale 1:100 Plans, diagrams, partial section /axonometrics and interior perspectives. Detail drawings may also be included to demonstrate the design’s response to developing a performance venue and addressing the issues of acoustics, lighting, and materiality associated with a multi use commercial space and its support structures /features. The graphic material should positively argue the various levels of amenity /experience provided by the commercial component and why it doesn’t compromise the residential living environment. Sheet 4/5 Residential Plans Scale 1:100 Plans, diagrams and perspective views. Plans should ideally be organized one above the other to allow for an easy understanding of the levels and their inter-relationships. Diagrams and /or illustrative sections explaining, internal and off-site partial views, privacy, environmental considerations such as ventilation and sun issues can be added to illustrate design attributes from typical to the design. Internal vignettes that convey the sense of architectural space living environment as are recommended. As time is a presentation factor, it may be useful to develop a singular representative set of qualitative imagery/ambiance for one apartment only. Verbally, consider a defined presentation narrative through a visitor’s eyes. Plans can be lightly shadowed to create depth and sense of space Sheet 5/6 Elevations and Sections. Scale 1:100 Depending on the nature of your design you need not detail all elevations but you should have enough information/supporting drawings to explain/illustrate and defend your project. Elevations can be shadowed to provide the illusion of depth/articulation using the conventional 45-degree sun angle. Adding outline figures will help define scale. Note that your Street elevations and Site sections should extend beyond the site boundaries to provide reference to the context. Sheet 6/7 Technical- Scale 1:20 This sheet is essential technical in nature. To be readable it should cross-reference and illustrate both construction and a correspondingly integrated sense of materiality. For example a partial elevation (at 1:20) could be placed adjacent to the section added for clarity. In addition to the line drawings and accompanying notes illustrative imagery descriptive of the design intent is recommended. Typically each sheet should be composed to provide basic information including where appropriate:

• A 30mm empty border space around the outside, separating drawings from the sheet edges. • Discretely sized titles • Graphic scale • North arrow • A hierarchy of line weights with probably solid black for walls greys for furniture /wet areas

The format for the day will be jury presentations and feedback. Presentation commence at 9 am. Students arriving later than 9 am will be deemed to be making a late submission, as will students who continue to work on their presentations after 9 am. TASK Assessment Criteria: See APPENDIX at the end of this document for a CHECKLIST OF CRITERIA expected to be addressed in Stage 4 Developed Design Proposal.

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PART 3 | STAGE 5 DEVELOPED DESIGN TECHNICAL 20% Task Description Submit 1) Sectional Construction Model and 2) Design Proposal Report NB: Design Proposal Report and Sectional Construction Model will be marked without a presentation, so it is important they are clear and self-explanatory. The model should not have labels for materials – these should be clear from the form and materials used. 1) Sectional Construction Model Construct a 1:20 physical model of a section or slice of your building from basement or ground to roof, showing structure, cladding, linings, construction and materials. Extent of model and materials to be agreed with your tutor. The model must have your name and student number clearly and neatly visible. 2) Design Proposal Report Document how your design complies with the various objectives of the Residential Design Code NSW Section 3, as well as your own rationale for the best use of the site. Use the following headings:

• Designing the building form and setbacks • Designing for sun access and private open space • Acoustic design of apartments and restaurant • Achieving natural ventilation • Carparking – access and number of bays • BCA egress requirements

The report must be bound A4 size, neatly and clearly presented using text and diagrams to show how you have achieved compliance, or your arguments if you do not comply. The report should be concise but cover all relevant points. Again, your Sketchup model will be useful here. TASK Assessment Criteria: See APPENDIX at the end of this document for a CHECKLIST OF CRITERIA expected to be addressed in Stage 5 Developed Design Technical. General Note Architecture is a design-based profession. A key part of its conduct is a design consciousness that runs through its operation. This is not limited to the building design. It is evident in how material is presented graphically and in report form. There is a constant expectation of thoughtfulness and graphic literacy, as well as an awareness of the issues at hand. Thus even a sketch can be useless or effective depending on the underlying skill. In the studio it is expected that you will be constantly thinking about the effectiveness and appropriate aesthetic quality of all material presented.

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WEEKLY COURSE SCHEDULE Week 1 STAGE 1 SITE STUDIES

Lecture: Mon 3/3 COURSE INTRODUCTION

Studio: Wed 5/3 Site Visit Wed 5/3 - 108/110 Brighton Boulevard North Bondi

Readings: Appropriate documentation for Site Visit http://www.waverley.nsw.gov.au/council_services/online_mapping

Required activities: work on TASK 1 – Site/Context Evaluation

Week 2 STAGE 1

Lecture: Mon 10/3 GUEST FROM WAVERLY COUNCIL

Studio: Wed 12/3 SITE STUDIES TASK1 Site/Context Evaluation Pass/Fail Readings: appropriate reference material for the selected precedent

Required activities: Present TASK 1 | Work on TASK 2 Brief evaluation/exploration through Study Models of Context and Precedent

Week 3 STAGE 1

Lecture: Mon 17/3 BRUCE YAXLEY ON SITE PLANNING

Studio: Wed 19/3 SITE STUDIES TASK 2 Study Models of Context and Precedent Pass/Fail Readings: Holl, Steven. 1980, The Alphabetical City, Pamphlet Architecture 5, Princeton Architectural Press, New York. Carmona, Matthew, Tim Heath, Public Spaces, Urban Spaces. The Dimensions of Urban Design, Oxford Mass.: Architectural Press, 2005.

Required activities: Present TASK 2 | Work on TASK 3 Site Planning Block/Studies

Week 4 STAGE 1

Lecture: Mon 24/3 GUEST LECTURE: KATRINA SIMON FROM LANDSCAPE ARCHITECTURE

Studio: Wed 26/3 SITE STUDIES TASK 3 Urban Design Issues |Site Planning/Block Studies DEVELOPING 3 ALTERNATIVES Pass/Fail Readings: Waldheim, C. 2006a, ‘Landscape as urbanism,’ in: Waldheim, C. (ed.) 2006, The Landscape Urbanism Reader, Princeton Architectural Press, New York, pp.35-54.

Required activities: Present TASK 3 | Work on STAGE 2 Schematic Proposal

Week 5 STAGE 2 SCHEMATIC PROPOSAL

Lecture: Mon 31/3 REVIEW EXERCISE 3

Studio: Wed 2/4 DEVELOPING A DESIGN PROPOSAL Weight: 15% Readings: Roger Sherwood, Modern Housing Prototypes, Boston: Harvard University Press, 1979 http://www.planning.nsw.gov.au/Programsservices/DesignQualityProgram/ResidentialFlatDesignCode/tabid/158/Default.aspx Bernard Tschumi, others from the recommended list

Required activities: Present STAGE 2 | Work on STAGE 2 Revised/Continued

Week 6 STAGE 2

Lecture: Mon 7/4 JOHN GAMBLE ON STRUCTURING SPACE

Studio: Wed 9/4 STAGE 2 REVISED

Readings: de Sola-Morales, M., Frampton, K. & Geuze, A. 2008, Manuel de Sola-Morales: a matter of things, NAi Publishers, Rotterdam. appropriate reading from course bibliography

Required activities: Present STAGE 2 Revised | Work on STAGE 3 Design Proposal

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Week 7 NON – TEACHING WEEK Monday 14 April – Thursday 17 April

Mid-Semester Break Friday 18 April – Sunday 27 April Mid-Semester Break

Week 8 STAGE 3 DESIGN PROPOSAL Lecture: Mon 28/4 GUEST LECTURER : TECHNOLOGIES Studio: Wed 30/4 A COMPREHENSIVE ARGUMENT FOR A DESIGN DIRECTION Weight 15%

Readings: appropriate Technical Architectural Journals suggested by the lecturer

Required activities: Present STAGE 3 Design Proposal| Work on STAGE 3 Design Proposal Revised/Continued

Week 9 STAGE 3

Lecture: Mon 5/5 REVIEW ASSIGN 2

Studio: Wed 7/5 DESIGN PROPOSAL REVISED

Readings:

Required activities: Present STAGE 3 Design proposal Revised | Work on Design Review

Week 10 STAGE 4 DEVELOPED DESIGN PROPOSAL

Lecture: Mon 12/5 TED QUINTON ON DETAILING

Studio: Wed 14/5 DESIGN REVIEW

Readings: Appropriate Technical Architectural Journals like Detail

Required activities: Present Design Review | Work on STAGE 4 Developed Design Proposal

Week 11 STAGE 4

Lecture: Mon 19/5 NO LECTURE

Studio: Wed 21/5 DESIGN REVIEW

Required activities: Present Design Review | Work on STAGE 4 Developed Design Proposal

CATEI feedback evaluations

Week 12 STAGE 4

Lecture: Mon 26/5 NO LECTURE

Studio: Wed 28/5 DEVELOPED DESIGN PROPOSAL FINAL PRESENTATION | JURY Weight 50%

Required activities: PRESENT STAGE 4| Work on STAGE 5 Developed Design Technical

Week 13 STAGE 5 DEVELOPED DESIGN TECHNICAL

Lecture: Mon 2/6 NO LECTURE

Studio: Wed 4/6 DEVELOPED DESIGN TECHNICAL

Readings: Required activities: work on STAGE 5 Construction Model and SEPP 65 REPORT

______________________________________________________________________________

Week 15 STAGE 5

Lecture: Mon 16/6 NO LECTURE

Studio: Wed 18/6 DEVELOPED DESIGN TECHNICAL

SUBMIT STAGE 5 CONSTRUCTION MODEL AND SEPP 65 REPORT WEIGHT 20%

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ADMINISTRATIVE MATTERS The Built Environment and UNSW Academic Policies document supplements this course outline providing detail on academic policies and other administrative matters. It is your duty as a student to familiarise yourself with the policies and guidelines as not adhering to them will be considered as academic misconduct. Ignorance of the rules is not an acceptable defence. The document can be found in your Blackboard course as well as: http://www.be.unsw.edu.au/student-intranet/academic-policies It covers:

• Built Environment Student Attendance Requirements • Units of Credit (UOC) and Student Workload • Course and Teaching Evaluation and Improvement (CATEI) • Academic Honesty and Plagiarism • Late Submissions Penalties • Special Consideration - Illness & Misadventure • Extension of Deadlines • Learning Support Services • Occupational Health & Safety

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STAGE 2 – Schematic Proposal (week 5)

Check-list of Relationships to be Evaluated:

All of the relationships below reflect an understanding of site and contextual conditions /issues and their impact upon site / project organization.

• Human scale to open spaces and building masses

• Public/private spaces, Internal garden/ courtyards

• Landscaped areas (buffer and amenity) to residential units

• Conditions of overlook and overshadowing (sun studies)

• Internal and external site views and view sharing

• Sunlight, ventilation and orientation of apartments

• Use of rooftops

• Circulation: Site access, Unit entrance, location of elevator cores

• Parking and storage- scale and impact of surface parking vs. underground

• Commercial development scale and street presence

• Commercial development amenities

• Commercial servicing and back of house

• Streetscape: appropriate scale, rhythm, continuity and massing transitions

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STAGE 4 Developed Design Proposal (week 12) Check-list of Relationships to be Evaluated

Circulation and planning

1. Is the circulation efficient? 2. Are the various functions logically grouped (including acoustic issues)? 3. Have security issues, especially the separation of public areas from domestic

areas, and night time functioning, been considered and resolved?

4. Can wheelchair-bound people enjoy the public facilities? 5. In the event of emergencies, can the building be evacuated efficiently?

Architectural issues

6. Has the brief been comprehensively imagined into suitable spaces? 7. Has the entry and manipulation of light been controlled and put to

architectural use?

8. Has the planning been considered as a series of spaces as well as a logical progression or diagram?

9. Have the prospective heat gains and losses been controlled? 10. Is there a series of layered architectural ideas, relevant to its function and

location, evident in the building?

11. Does the architecture show an awareness of contemporary themes and precedents?

12. Are the building mass and form, and the placement of openings, composed according to architectural principles conveyed and refined in this and previous studios?

Context

13. Are the entries in suitable locations? 14. Are the views and surroundings exploited by the building? 15. Has the entry to the site and connections with surroundings been logically

made?

16. Is the form of the building and its placement suitable for the site, and for the way the building will be viewed from surrounding vantage points and locations (including compliance with DCP)?

Technology

17. Is there a logical structural system evident? 18. Has the structural system been exploited for its architectural potential? 19. Is there an aesthetic rationale or reasons for the selection and use of

materials?

20. Is the construction proposed for the building durable and watertight? 21. Do the materials and surfaces of the building abut and join in a considered

manner that supports an overall aesthetic intention?

Presentation

22. Is the building clearly and unambiguously presented to a suitable scale, utilising effective media?

23. Is the level of detail in the presentation sufficient to demonstrate the answers to the relevant questions above?

24. Has the presentation format been composed according to graphic and technical principles conveyed and refined in this and previous studios?