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

Abstract

Through the method of public drawing, students learn to observe, analyze, and evaluate a public space. Further, students conceptualize, plan and construct a furniture scale intervention to improve the usability and potential for interaction within the given public space. Research-based design, in the framework of 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, water, 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 (2 weeks) 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 (3 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 use 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 design according to their individual research findings. (6) 1:1 construction (6 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: 25% (group work: 12.5%, individual work 12.5%) • Final review submission: 40% (group work 30%, 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. On the final day of the lecture series, students are required to submit construction drawings in the A5 sketchbook provided at the beginning of the semester. This submission will demonstrate their understanding of the lecture content. The presentation will take the form of a large exhibition, showcasing the work of all second-year students. The submission will contribute to the overall grading of the design studio.

Content

Public spaces play a crucial role in our civic and urban life, serving as hubs for spontaneous gatherings, demonstrations, markets, but also offering spaces for everyday activities such as eating lunch, having a drink, excercising. The functionality of these spaces significantly influences the quality of life for nearby residents. But what defines a good public space? To answer this question, we will use the methods of Architectural Behaviorology and build upon previous research in public spaces. By observing spaces in and around the forest, we will aim to identify the natural, typological and human actors at play, as well as the rules of interplay between those, which lead to people using specific places. We will look at what activities are happening in a public space and the roles individual actors play in facilitating them. This semester, we will place particular emphasis on the topic of water – whether as a natural element, a resource, a sensory experience within the space,… – and explore its influence on the behavior and dynamics of public spaces. Additionally, we will explore the tool of drawing both as a way of representing gathered data and a means for design. With these observations in mind, we will work on enhancing these spaces by designing furniture-scale interventions. The goal is to make people more aware of the interplay between the different actors in these spaces, ultimately making them more enjoyable. Working with models, mock-ups and 1:1 installations will provide hands-on experience, fostering a better understanding of materials, construction and various building techniques. The semester's working method will seamlessly integrate design with research, acknowledging that questions of design are inherently questions of research. Students will formulate one key question concerning the relationship between users and public spaces. Through individual research, they will explore how this relationship can be utilized, strengthened, or altered to enhance public space quality. This research will direclty inform the design of the furniture or small-scale structures. In the final phase, we will place the constructed structures in the chosen public space and observe to assess whether the design has the desired effect. This cyclical process – between observation, research, design, construction and observation again – serves as the foundation for students to critically evaluate their design work, delve into their individual interests and design philosophies, and foster continuous learning among all participants.

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