ARCHITECTURAL DESIGN V
ARC60608
MODULE COORDINATOR : Dr. Allen Lau Khin Kiet
TUTOR : Ar. Fadzwin Hashim
Phase 1
Preliminary studies – Townscape Appraisal & Mini Urban Intervention
Preliminary Studies is a preparatory project that explores the character of a town or city and its potential for place-making through a Townscape Appraisal exercise . The aim of this project is to evaluate the character, identity, and uniqueness of an urban area in order to identify opportunities for responsive architectural design and place-making–led urban spaces within the given site.
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The Townscape Appraisal is a method used to assess the visual, spatial, and experiential qualities of a town or urban area. It involves analysing the character, identity, and distinctiveness of the place, as well as identifying its strengths, weaknesses, and opportunities for improvement.
This appraisal is conducted across both macro and micro scales and is structured around key indicators, including:
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Genius loci
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Character of place
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Identity of place
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Image of place
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Sense of place
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Townscape qualities, including sense of unity and the art of relationship, evaluated through a SWOT analysis
Phase 2
Architectural Design Strategy
Project Phase 2 focused on developing an individual architectural design position for a community learning centre in Brickfields. Building on the findings from the Townscape Appraisal in Phase 1, this stage required translating urban observations, issues, and inspirations into a clear architectural strategy.
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During this phase, I explored how architecture can contribute to the public realm by enhancing spatial character, continuity, and enclosure, while also supporting ease of movement, legibility, adaptability, and social diversity. The design strategy was informed by both the physical context of Brickfields and the needs of its community, particularly in relation to learning, play, and social interaction. Design operations including layering, subtraction, and overlapping were used to test spatial relationships, massing strategies, and ground–building interactions.
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This process allowed me to refine my architectural position and establish a strong conceptual framework that guided the subsequent design development stages.
Phase 3
Design Development-Architecture for place-making
The aim of this phase was to develop an architectural narrative that responds to place-making within the city while integrating form, space, activity, and technical considerations into a coherent design strategy.
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At this stage, the architectural strategy was resolved through the relationship between form, activity, and circulation, supported by technical and services integration. The project focused on developing the building’s form, spatial organisation, and façade design as interconnected elements rather than isolated components.
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Key design considerations included the creation of positive outdoor spaces through site layout, animating the building edge through façade articulation, and responding to appropriate building size and scale through sectional studies. The design also explored flexibility in space planning to allow future adaptation, while strengthening the relationship between the building and the street to support a lively public realm.
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The proposed learning centre was designed within the given block boundaries, with a total floor area between 1200–1300 m² and a building height of 3 to 5 storeys. Beyond establishing a conceptual narrative, the design took a holistic approach by integrating structural systems, environmental strategies, building services, and legislative requirements to respond effectively to user needs.
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Particular emphasis was placed on tropical design principles, including daylighting, ventilation, and façade and envelope strategies that contribute to thermal comfort and environmental performance. Overall, this phase strengthened the connection between architectural intention and technical resolution, ensuring that the design remains context-responsive, functional, and adaptable for a community learning environment.
SELF REFLECTION
This project allowed me to better understand how architectural design goes beyond form-making and requires a strong response to context, users, and urban conditions. Through the early townscape appraisal, I learned how to observe the city more carefully, especially in terms of movement, public life, and the relationship between buildings and open spaces.
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During the architectural design strategy phase, I found it challenging but valuable to translate abstract ideas such as play, learning, and community into spatial strategies. Exploring form through physical models at a 1:200 scale helped me think three-dimensionally and understand how massing, circulation, and activities can work together rather than as separate decisions.
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One key learning outcome was recognising the importance of integration. Instead of treating structure, services, and environmental strategies as technical requirements added later, I began to see them as design tools that shape space and user experience. This shift improved my understanding of how architecture functions as a holistic system.