ARCHITECTURAL DESIGN V
ARC60608/60306
PHASE 3
PHASE 3
Architecture for Place-making
(70% Individual)
PROJECT BRIEF
INTRODUCTION
Students will focus on designing a Learning Center in Brickfields, situated within its urban context. The building design should provide thoughtful architectural responses that address the characteristics of the surrounding streets and the behavioral patterns of its users, as identified through the Preliminary Studies.
In addition to developing a narrative that explains the architectural strategy in relation to the local community and urban environment, the design must consider a comprehensive approach to structural, spatial, functional, and environmental requirements to create a Learning Center that serves the community effectively.
The design development will also introduce students to relevant legislative restrictions affecting architectural projects, along with the integration of lighting and acoustic considerations. Students are expected to explore and detail the building’s façade and envelope in a manner that aligns with the overall architectural language of the project. The final design outcome should demonstrate a strong connection between construction and theory within the Studio, while also coordinating with the Module on Building Services.
TASKS
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Design Objective
To develop an integrated architectural proposal for a Learning Centre that enhances place-making through resolved form, space, circulation, and façade design within an urban context. -
Building Scale & Program
A 3–5 storey Learning Centre (1200–1300 m²) accommodating educational, cultural, social, and support spaces, designed to be inclusive, accessible, and adaptable. -
Urban & Public Realm Response
Strengthen connections to the street through positive outdoor spaces, animated edges, human-scaled sections, and a vibrant public realm. -
Technical & Environmental Integration
Integrate structural systems, building services, fire and accessibility requirements, tropical design strategies, and environmental performance into the architectural design. -
Design Development & Presentation
Finalize spatial layouts, facades, construction details, and technical drawings, supported by models, diagrams, and comprehensive presentation panels for final review.
Deliverables
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10 A1 panels, final physical model, detailed drawings
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Technical diagrams
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Process documentation
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Facade design poster for final review
OUTCOME (MODEL)
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Investigate and analyze the key conditions of the urban context to develop architectural strategies that engage with the community while adhering to relevant design codes and regulations.
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Create an architectural solution that responds appropriately to the site, addressing formal, cultural, legislative, structural, and environmental aspects specific to the urban setting.
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Develop a strong understanding of materials and detailing to enhance the experiential and innovative qualities of the design.
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Communicate the design concept effectively through drawings (2D and 3D), models, and presentations, conveying the architectural outcome both visually and verbally.
1.0 Discipline Specific Knowledge
6.0 Intrapersonal Skills
This project strengthened my discipline-specific knowledge by deepening my understanding of urban figure–ground analysis, spatial sequencing, and street-based architectural design within a dense historical context. It also enhanced my ability to integrate material logic, circulation, and regulatory requirements into a coherent architectural proposal that responds critically to site, users, and cultural memory.
This project developed my intrapersonal skills by requiring continuous self-reflection, adaptability, and resilience throughout an iterative design process. Through responding to feedback and design challenges, I learned to manage uncertainty, refine my ideas critically, and maintain motivation while balancing conceptual ambition with practical constraints.
REFLECTION
This project shifted my understanding of architecture from designing a static object to shaping an experience that unfolds through movement and time. Through repeated site observations in Brickfields, I learned that the area is not defined by singular landmarks but by everyday routes, back lanes, and moments of pause. This realization led me to approach the Foundry not as a conventional learning centre, but as a street-like architecture that encourages wandering, staying, and discovering, reflecting how people naturally experience the city.
A key learning from this project was the importance of urban figure–ground relationships and the role of negative space. By studying the rhythm of solids and voids in Brickfields, I began to see circulation spaces, corridors, and courtyards as active social spaces rather than leftover areas. This influenced my design strategy of creating a vertical street, where learning and making are visible and shared through movement, voids, and visual connections, instead of being hidden behind enclosed rooms.
The project also challenged me to balance conceptual ideas with technical and contextual constraints. Integrating fire safety, services, and structural logic while maintaining spatial openness required careful coordination and iteration. Although there are areas that could be further refined, especially in environmental and construction detailing, the process strengthened my ability to translate abstract concepts into buildable architecture. Overall, the Foundry reinforced my belief that architecture gains meaning when it is rooted in everyday life, cultural memory, and human interaction, rather than formal expression alone.