Architectural Design IV: Public Space Behaviorology in Switzerland (Kaijima)

Abstract

Through the method of public drawing, students learn to observe, analyze, and improve a public Further, students propose and build a furniture scale intervention to improve the usability and potential for interaction on the given public space. Research based design, in accordance with architectural behaviorology is a guiding design principle of the course.

Objective

Public space observation by “Public Drawing” (2 weeks) Student groups • are able to identify relevant actors using and shaping a public space. (2) • are able to use observational skills to identify the interactions between different actors such as humans, plants, animals, weather, etc. on a given public space. (3) • are able to draw connections between those activities and key actors / elements of the public space. (4) Design Competition (1 week) Each individual student • is able to come up with a small-scale intervention to strengthen one or several of the observed interactions. (6) Public space research and design (4 weeks) Each individual student • is able to understand the basic principles of evidence-based design. (2) • is able to define relevant characteristics and metrics to evaluate a design on. (2) • is able to us and analyze different methods and sources to find relevant information on their research topic. (3) • is able to evaluate different research findings with the goal to find an optimal design solution based on objective criteria. (5) Student groups • are able to improve a given design according to their individual research finding. (6) 1:1 construction (5 weeks) Student groups • are able to draw construction plans for a furniture scale intervention. (6) • are able to plan the construction process for a furniture scale intervention, including identifying key steps, necessary tools, necessary safety equipment as well as estimating time and money costs. (3) • are able to construct a small furniture scale intervention. (3) Each individual student • remembers and understands basic safety guidelines for construction. (2) • is able to use different tools for construction. (3) Cognitive scale (1) Remember (2) Understand (3) Apply (4) Analyze (5) Evaluate (6) Create Link Grading Criteria: The submissions will be graded before each review. Each submission is graded according to the following criteria: • Completeness and punctuality of submission • Research method, the ability to find and analyze information • Implementation of the concept of Architectural Behaviorology within the design • Choice of Typology, Design and Expression of the project, in connection with the concept of Architectural Behaviorology • Structural design, construction details and choice of materials in accordance with the design idea and the method of Architectural Behaviorology • Visualization, the ability to communicate a design effectively with compelling drawings, models and text. The final grade consists of the following partial grades: • Mid review 1 submission: 25 % (group work: 15%, individual work: 10%) • Mid review 2 submission: 30% (group work: 15%, individual work 15%) • Final review submission: 35% (group work 25%, individual work 10%) • ‘Construction IV’ submission: 10% Lecture ‘Construction IV’: Introducing students into different design and making approaches to find a path towards their personal approach on designing and making. Last day of lecture, students must bring construction drawing by a A5 sketchbook given at first lecture by design studio to submit the result of understanding of lectures. The presentation will be a large exhibition participated by all 2nd year students to share as exhibition by all 2nd year students. The result will be integrated in the grading of design studio.

Content

Public spaces play an important role in our civic and urban life. They are places of spontaneous gatherings, demonstrations, and markets but also offer spaces for everyday mundane activities such as eating lunch, having a drink, exercising etc. How well the public spaces of a city or neighbourhood work has a big influence on life quality for most of the nearby residence. But what makes a space a good public space? To answer this question, we will use the methods of Architectural Behaviorology as well as follow in the footsteps of previous public space research. By observing public spaces in and around the forest, we try to find the natural, typological and human actors and the rules of the interplay between those, which lead to people using a certain place. We will look at what activities are happening in a public space and how the individual actors are enabling these activities. We will explore the tool of drawing as a way of representing gathered data as well as a tool for design. With these observations in mind, we will work on improving these spaces. By designing a small structure or furniture we try to make people more conscious of the interplay between different actors in these spaces and making the spaces more enjoyable. By working with models, mock-ups and 1:1 installation we also gather a better understanding of materials and construction and learn different building techniques hands-on. The working method of the semester will be design-accompanied by research. Questions of design are questions of research. Students are asked to formulate one key question on the relationship between users and public spaces. Students will individually research how this relationship could be used, strengthened, or changed to improve the quality of the public space. This research will influence the design of the furniture or small-scale structure. Finally, we plan to place the structure onto the chosen public space and will observe, if the design has the desired effect on the space. This loop between observation, research, design, construction and observation again serves as a basis for students to question their design work, further their individual interests and philosophy of design and motivates everyone involved to keep continuously learning. The course is structured as follow: Public space observation by “Public Drawing” (2 weeks) • Mapping which natural and human actors are present in a public space. Observing what activities are happening in a public space and how these activities are shaped by the design of the space. • Mapping possible connections between the typology of the space, the forms, materials, and structures present and the behavior of human as well as non-human actors. • Using the method of public drawing to illustrate and present the above-mentioned observations. Design competition (1 week) • Designing a small-scale intervention on a public space following a set of specific requirements as well as constraints. • Illustrating the design idea in model, text, and sketch to a wider audience. Public space research and design (4 weeks) • Conducting small-scale research on an architectonical topic. Searching for good solutions for the design of small-scale installations in a public space. Testing how research to an architectonical topic can be shaped and can influence the design. • Using the tool of model and 1:1 mockup building to test as well as communicate different designs. 1:1 construction (4 weeks) • Planning a small-scale structure, including drawing detailed plans, organizing material, and keeping costs in check. • Constructing a small-scale structure, learning how to handle different tools and safety equipment. Design testing (1 week) • Reflecting on and critically questioning the previously done research. • Combining the research and observation in a conclusive research report.

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