Basic Design Studio - Faculty of Architecture - Fall Academic Semester2020-2021- EMU

DESIGN STUDIO

101

Faculty of Architecture Eastern Mediterranean University

THE CUBE IN SPACE

The most known example of modular design is every architect’s favorite toy. LEGO enables a variety of modular components to interlock creating different compositions. With all varieties LEGO pieces constitute a universal system. Anything constructed can be taken apart again and the elements can be reused to make new compositions.

This semester FARC 101 Term Project will be benefiting from LEGO as an education tool. You will be asked to create a composition by adding solid modular volumetric elements, planar and linear elements of diverse sizes, using the potentials of three dimensionality. You will be achieving 3D solid-void compositions.

Fall Academic Semester 2020-2021

STEP I – WEEK II Create a module using 5 components: min 1.5 cm (narrowest side of a component) and max. 7.5 cm (for longest side of the component) using only cube and rectangular solid prism.

This module should not exceed imaginary cubic volume of 10x10x10 cm. The module should be free-standing without any base.

STEP II – WEEK III Create a module using 4 SOLID/VOID PRISMS (using only cubes and rectangular prisms) and PLANAR (min 1 - max 3). Planar elements can be flexible in size. The module should not exceed imaginary cubic volume of 10x10x10 cm. The module should be free-standing without any base.

STEP III – WEEK IV

Create a module using 4 SOLID/VOID PRISMS (using only cubes and rectangular prisms) and PLANAR (min 1 - max 3) and LINEAR elements. Linear elements can be flexible in size and number. The module should not exceed imaginary cubic volume of 10x10x10 cm. The module should be free-standing without any base.

Introducing color STEP IV – WEEK V

Create a composition using 3-5 modules focusing on Gestalt Laws. The composition should not exceed imaginary cubic volume of 30x30x30 cm and should be free-standing without any base.

STEP V – WEEK VI Introducing texture to your composition STEP VI – WEEK Introducing color

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[FINAL] Project

Pop-up Teaching Cubicle After COVID-19 global outbreak, the world drastically feels like a very different place! The deeply impacting infection rates and death toll aside, social distancing, self-isolation, lockdown, separations among individuals and communities, the accompanying economic shutdown and social precautions have resulted in a recessionary climate by which, of course, the field of design and architecture and therefore built environment were influenced by in all dimensions including architectural design education. In this regard, pandemic experience is considered as a ‘portal’ by designers and architects to look after the discipline and education once the world have emerged from the lockdown tunnel by rising questions: - Post-pandemic world? What kind of a world it might be?

- Does the pandemic will have modified the way humans interact with space and one another?

- What will our paradigm for living be?

- What type of architecture and spatial relations will be intimated in post-pandemic world? ...

And finally; - What will happen to architectural design education?

There are many educational alternatives are currently under investigation whose are assigned to answer to questions above… such as Pop-up Teaching!

Actually there are new activities we keep a lot hearing about on campuses across the world: Pop-up classes!

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Story With aim of assisting students and instructors to return to school with minimum infection risk while maintaining social distancing and by having proper spacing of students and instructors in fresh air environments; you need to design a Pop-up teaching Cubicle-Kiosk. This Cubicle-Kiosk will include all educational activity requirements of student and instructors during their scheduled meeting time.

The pop-up teaching spaces has capacity to expand socially distanced learning and to reduce the reliance on restricted circulation routes, and maintain on-site educational culture. This Cubicle-Kiosk will be divided into several spaces (Open, Semi-open, and Closed Spaces) to serve the following functions:

     

Sanitizing Space (sanitation area); Preparation/transitional/waiting Space (in where …?); Meeting Space (for teaching and learning); Storage; Individual Working Units (2.5 sqm for each); Wet Space (basins…); Total: 50 sqm FARC101-Basic Design Studio| Fall Academic Semester 20-21

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You may use volumetric, planar or linear elements to organize your spaces. Color and texture are also very important tools in your design. Your design should include balanced types of spaces: close, semi-close/open and open in accordance with your scenario. There is not a specific limitation except keeping 50sqm as total occupied area. This will be taking shape based on your scenario and needs of the determined functions.

Besides, the furniture you need (for sitting, working, presenting, discussing, interacting, etc.) should be designed as built-in furniture, that means as an integrated part of your system.

To begin the design, you have to make a functional analysis and to prepare a program for your project. In this respect you will study functional requirements (the types of spaces required for each activity, the spatial qualities which are necessary, whether these activities necessitate independent spaces or they can be accommodated in subspaces, furniture needed, relation with human dimensions, etc.) and the necessary space to space relationships (strong relationship, weak relationship, or sub-space).

Take into consideration the relation of functions and thus the hierarchical order of your spaces. Another related and important factor in this design is the way you lead people through your spaces, thus the entrance and the circulation path(s) are to be designed very carefully.

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The Design Field The Cubicle-Kiosk area is located in a huge atrium in entrance area of EMU Faculty of Architecture building (known as Colored Building). In this large semi-open space, you can decide about proper location and position of your Popup teaching Cubicle-Kiosk after analyzing circulation and access to other situated functions.

Take into consideration that your Solid/Void relation and design decision on the roof are visible from the upper floors of Colored Building since the semi-open area is atrium.

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101

FRANCESCA ODEKE AKELLO DESIGN STUDIO GROUP #02 Assoc.Prof.Dr. Badiossadat Hassanpour

Faculty of Architecture Eastern Mediterranean University

Final Jury Submission

Fall Academic Semester 2020-2021

Std. No. 20700086

WHERE I AM COMING FROM? WAKISO,UGANDA WHERE I AM LIVING? WAKISO,UGANDA

STEP1: Principles; hierarchy in placement of the five components from bottom to top/ contrast by using void and solid volumes.

STEP2: Principles; contrast by change in size and direction of the big curved planar and the smaller ones.

Gestalt law; similarity and alignment in small curved planar elements STEP3: Principle: Unity when adding the linear elements in a way that the structure created would be related to the void volumes.

STEP4: Principles; contrast by using different sizes of the void volumes/ hierarchy by placing bigger void volumes and curved planar at the bottom and smaller ones at the top Gestalt law; proximity of the void volumes to show a better relationship among them

Analogous colour scheme Void volumes are given blue and blue-violet hues with different tints, shades and tone with the lower ones darker to emphasize hierarchy created.

Corrugated cardboard interior added to the outer surface of the curved planar elements, It creates contrast between the planar elements and the volumetric elements

Top view

Front view

Side views

There is a clustered relationship in the composition. The void relationship is brought out by using the gestalt law of proximity.

Contrast is applied since there are solid and void volumes. The order of the composition is based off hierarchy.

perspective views

Top view

Front view

Side views

Using the principle of contrast, curved planar elements were introduced in a way that the hierarchical order or the composition was maintained.

perspective views

Top view

Front view

Side views

Linear elements were added in the form of a simplified void rectangular prism. The principle followed in this case was unity because the void relationship is enhanced.

perspective views

Top view

Front view

Side views

Monochromatic colour scheme: blue was added in its different shade, tints and tones to create harmony in the composition.

perspective views

Top view

side view 2

Front view

Back view

perspective views

side view 1

Top view

Front view

Back view

perspective views

side view

Texture added to the planar elements to create contrast between the planar elements and the volumetric elements

Top view

Back view

Front view perspective views

Top view Side view

Front view

Back view

A-A section line

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4

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CONTENT • • • • • • • • • • •

Scenario Architectural Programing Functional Programing/Bubble Diagram Design Field + Selected Site Zoning Step 3 model and drawing(midterm) Kiosk digital model Physical model Analysis on Design Proposal Drawings Case studies

Final Term Project : POP-UP TEACHING CUBICLE

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Final Term Project : POP-UP TEACHING CUBICLE

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Research [4] CASE STUDIES-STUDYING ON HUMAN BODY DIMENSIONS, CIRCULATIONS, SOLID/VOID RELATIONS

What I have learned from this assignment?

• • •

It is important to consider human dimensions and circulation paths when designing the kiosk.

How to use colour especially when considering the function of the kiosk and also the different functions within it.

What a kiosk looks like and how to use different design elements to define spaces.

Reference(s)/URLS

• •

• • • •

https://br.pinterest.com/pin/53775801175 9429261/ https://biblus.accasoftware.com/en/howto-design-a-kiosk-bar-the-technical-guide/ https://gharpedia.com/blog/optimum-sizekitchen-furniture-with-respect-humandimensions/ https://mindfuldesignconsulting.com/portf olio-item/my-yogurt-kiosk-design-in-mall2/’ https://www.regattaexports.com/kitchenergonomic-justifying-36-inches-of-yourkitchen-countertop-height/ https://www.pinterest.com/pin/365918156 92848386/ FARC101-Basic Design Studio| Fall Academic Semester 20-21

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Kiosk bar design

Circulation paths. These maps the major circulation in the kiosk

1.

2.

3.

4.

Seating for customers WC Preparation / service area Storage / Warehouse

The space above the persons head is enough to make them comfortable.

SOLID-VOID RELATIONSHIP •

The void is mostly created in the more public spaces(sitting spaces) and to allow customers to get their orders or communicate with the stuff in the preparation area.

• The solid is used to enclose more private spaces

 I find this kiosk interesting because of the curved elements used to define the area for sitting

SOLID VOID RELATIONSHIP •

•

Yoghurt kiosk

•

There are openings on the kiosk that serve as access points and also for light and maintain unity in the design.

The solid forms serve as counters and to enclose spaces The void in the kiosk are spaces created due to the placement of solid volumes and other equipment

CIRCULATIO N

The stuff and customer circulation paths within the kiosk do not meet since they don’t use the same spaces

Customer entrance and exit Some customers don’t need to enter the kiosk because of this service window

Stuff entrance and exit

Human dimensions next to counter top

COLOUR •

•

The dominant colour used on the interior is warm and welcoming and a dark pink is used in contrast on some surfaces to highlight the difference in their function-same goes fro the white.

On the outside, grey is used on most of the building. Brown is used to define a different function along with pink and cream

TEXTURE • The texture used is on the service window are to show that it has a different function( this texture is only visual) • On the brown volume a visual and tactile texture is used

COLOUR AND TEXTURE • The colour used on the kiosk are related to the colour of the product(coffee) being sold.

• The chairs are bright colour.

• The texture is created due to the materials used to build the kiosk: shipping container, floor boards.

• The floor boards are used to define the area of the floor.

Human dimensions next to counter The use of colour brown in relation to the product being sold makes this kiosk interesting. Also the well planned use of the small space.

Person standing in container

I am inspired by the use of built in furniture in this pop-up bar design

The use of decorative openings and subtractions in this kiosk design make it unique. Also the use of wooden texture for the kiosk but white for the void decorative elements.

POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Scenario •

•

•

In my scenario I talk about the movement of the two main users(instructor and the student) in my cubicle.

My scenario shows consideration of the covid 19 safety regulations and specifications for the project along with my personal ideas shown in text and images.

It also gives a small insight into my interpretation of this project.

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Scenario

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Scenario

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POP-UP TEACHING CUBICLE/KIOSK

space

Definition of the space

Type of space

Number of the spaces

Area in M2

Entrance/sanitation space

Where people enter the cubicle from

Semi-open

1

4.2

Waiting space

Space with sitting provisions for the students waiting to move into the space for their main activity

Semi-open

1

15.2

Meeting space

Space where the instructors give critiques to the students happens

open

1

17.4

Individual working units

Private spaces for the students to work

Semi-open

2

2.4

storage

Space where materials and tools for the teaching activity are kept

closed

1

0.64

Informal sitting

Casual comfortable space with sitting provisions

Semi-open

1

3.1

Step[S]-Design Process

Architectural Programing

TOTAL

41.34

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Functional Programing/Bubble Diagram •

The use of colour is in relation to the functions of the spaces: spaces with similar functions have been given the same colour.

•

Spaces that are within other spaces are represented as interlocking circles

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Design Field + Selected Site • •

My cubicle will be located in siteB. This is because site B supports the positioning of my entrance which can easily be accessed considering the circulation that already exists in the atrium

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Zoning Scale: 1/100

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THE CUBE IN SPACE Step[S]-Design Process

3D Modeling of Design Proposal Scale: 1/1

Step three Model

Front view

Top view

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Side view

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THE CUBE IN SPACE Step[S]-Design Process

3D Modeling of Design Proposal Scale: 1/1

Step three drawings

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This shows the progress I made with each step; the changes and different decisions.

2

1

Step 4

3

4

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Modeling of Design Proposal Scale: 1/1

3D digital rendering

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Modeling of Design Proposal Scale: 1/50

Physical model

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Analysis on Design Proposal

•

•

Scale: 1/50

• • • Geometry applied to the Composition • Design Principles • Type of Transformation • Type of Organization • Texture • Color Scheme

•

Geometry applied: geometric forms used- cubes, rectangular prisms. There also semi and quarter circular geometry created by the curved planar elements.

Design principles: contrast- use of rectangular prisms of different sizes, curved planar elements and in the colour usage. Repetitionrepeated linear elements and Type of transformation: additive transformation is used to create the composition as a whole. But subtractive transformation is also used when putting the different forms together.

Type of organization: cluster organization since all the elements are related by proximity.

Subtractive transformation used when the rectangular prisms are made to intersect the curved element

Colour scheme: inspired by used of colour on personal kiosk studies. Used of colors on the grey-scale, white and yellow.

•

Texture-stripes: Used on two curved planar elements. To create more contrast and draw attention to this element and also for aesthetic. Is tactile texture.

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Top View Scale: 1/50

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Plan Scale: 1/50

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Section Scale: 1/50

Section A-A

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Section Scale: 1/50

Section B-B

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Entrance Elevation Scale: 1/50

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Side Elevation Scale: 1/50

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101

LISA MUTHONI NGARE DESIGN STUDIO GROUP #02 Assoc.Prof.Dr. Badiossadat Hassanpour

Faculty of Architecture Eastern Mediterranean University

Final Jury Submission

Fall Academic Semester 2020-2021

Std.No.20700242 WHERE I AM COMING FROM? NAIROBI,KENYA WHERE I AM LIVING? NAIROBI,KENYA

CONTENT

First Project: THE CUBE IN SPACE (4 steps project) • • • • •

Idea Development poster Record of Step 1 to 4 Drawings Digital Model Physical Model

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DESIGN IDEA DEVELOPMENT DESIGN STEPS STEP 1 Use of proportion by the varying sizes of interlocking solid elements to create contrast of the elements and repetition of the cuboid elements to create a cohesive composition .

STEP 2

COLOR & TEXTURE [STEP 4] Use of complementary colors [secondary purple – primary yellow] to create contrast between the inner surfaces and the outer surfaces of the horizontal elements and the analogous color to yellow that is [orange] for the vertical elements to create harmony in the composition. Metal as a texture for the linear elements to create contrast in the composition.

Transformation of one of the solid element to a planar element to make the composition less rigid and in contrast with the solid elements.

STEP 3

Subtraction of one side of the cuboid to create a plane that is repeated in a horizontal and vertical way to create visual consistency in the composition.

DESIGN PROCESS STEP 4

Subtractive transformation of the solid cuboid. Repetition of the planar elements in an alternating way to create rhythm. Similarity of the solid, planar and linear elements and proximity of the elements to each other allows the elements to have a relationship with each other therefore making the composition to appear more comprehensive and in harmony.

CUBIC COMPOSITIONS SOLID COMPOSITIONS [STEP 1]

Perspective

Top View

Front view

Side view 1

Back view

Side view 2

PLANAR ELEMNTS ADDED [STEP 2]

Perspective

Top View

Front view

Side view 1

Back view

Side view 2

CUBIC COMPOSITIONS LINEAR ELEMENTS ADDED [STEP 3]

Perspective

Top View

Top View

Front view

Front view

Side view 1

Side view 1

Back view

Back view

Side view 2

Side view 2

STEP 3 AXONOMETRIC DRAWING 45/45

TOP VIEW

SIDE VIEW

FRONT VIEW

W I T H O U T C O L O R [STEP 4] 30cm x 30cm

Perspective

Top view

Back view

Front view

Side view 2

Side view 1

COLOR & TEXTURE

[STEP 4]

30cm x 30cm Perspective

Top view

Back view

Front view

Side view 2

Side view 1

STEP 4 30cm x 30cm

PHYSICAL MODEL [Perspectives]

STEP 4 DRAWINGS 30cm x 30cm Section Oblique 45/45

Top view

Front view

Side view

DESIGN DEVELOPMENT PROCESS STEP 1

STEP 2

STEP 4 [Alternative 1]

STEP 4 [Alternative 2]

STEP 4[Alternative 1]

STEP 4 [Alternative 2]

STEP 3[Alternative 1]

STEP 4 [Alternative 3]

STEP 4[Alternative 3]

STEP 3 [Alternative 2]

STEP 3 [Alternative 4]

STEP 4 [Alternative 4]

STEP 3[Alternative 3]

STEP 4 [Alternative 2.1]

STEP 4 [Alternative 2.1]

CONTENT

Final Term project POP-UP TEACHING CUBICLE/KIOSK Research [1] CASE STUDIES

Research [2] POP- UP TEACHING CUBICLE

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Research [1] CASE STUDIES-STUDYING ON HUMAN BODY DIMENSIONS, CIRCULATIONS, SOLID/VOID RELATIONS

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EURO SHOP 2014 ‘UNDO’

•

CONCEPT STAND’

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Area=247m2

•

Year =2014

•

Country ;Germany

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ACCESS Visitors access the space through three entrances that are cut into the wood building stone that leads to the main space at the center.

ACTIVITY A huge suspended wooden table provides numerous tablets for the visitors, which allow them to decrypt the exhibition codes on the walls.

M AT E R I A L S The untreated pine material used gives the space the unfinished look adding a tri-dimensional equivalent to the design topic "undo.

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I N T E R A C T I V E S PA C E The exhibition concludes in the wooden architecture’s center, where talks and direct contact start.

Inspirations and talks happen at the oversized table in a relaxed atmosphere.

Visitors can experiment freely according to the principle “do and undo” and give free rein to their creativity by means of thousands of building stones.

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• Burkhardt Leitner constructiv exhibition • It showcases creative ways of employing its modular architecture systems.

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ACCESS The main entrance is indicated by a mirrored wall positioned at right angles to the entrance. From here, the visitor proceeds towards a reception counter.

WA I T I N G A R E A

The cube breaks through the exterior wall, overhanging the stand like a glasshouse. The glasshouse is underscored by a tropical forest of plants inside gives an oasis of calm within the bustle of the trade fair.

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C O M M U N I C AT I N G S PA C E

A long counter serves as the communicative heart of the stand. Both the counter and the oversize lighting element suspended above are made of fabric stretched over profiles.

C O N F E R E N C E S PA C E A second space within a space breaks through the exterior skin and is used to present, the mobile space system. It is often employed as a conference space in open-plan offices, but can also be transformed into a bar or lounge.

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ENTRANCE RECEPTION MEETING SPACE WAITING AREA

DISPLAY AREA

MEETING SPACE FARC101-Basic Design Studio| Fall Academic Semester 20-21

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HUNGRYMAN OFFICES Area: 8000 ft² Year: 2017

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The project aims to match the lightheartedness of Hungry Man’s identity with a series of tumbled cubicles that playfully challenge the regularity of the typical office space.

Loosely organized across the large open floor area, the informal arrangement of office spaces creates a diversity of stable and flexible working configurations.

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Cubicle boxes pile up to make visually prominent display and projection areas .

From specific points of view, these articulated surfaces create spatial illusions and a lively, dynamic work atmosphere. The linework of the paneling reflects the corrugated metal cladding of the existing steel frame warehouse

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POP-UP TEACHING CUBICLE/KIOSK

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THE CUBE IN SPACE

ENTRANCE

Step[S]-Design Process

The students and instructors are required to go through the sanitizing gate before entering the cubicle.

Scenario

MODEL MAKING WORKSHOP The model making workshop will provide a Covid responsive space to the faculty of architecture first year students where they can learn model making techniques on specific days .The classes will alternate practice and theory sessions where students are challenged to solve a given brief by means of model making.

COVID RESPONSE MEASURES TO BE TAKEN 1. The Critic area will have a glass screen on the table to adhere to the Covid measures .

2. The Workstation area will have a partition wall that is attached to the seat. This will provide a conducive environment to work as it separates the two workstations.

3. The waiting area will have the sitting marked to guide the students on where to seat. This will allow for 1.5m social distancing to be followed.

4. All individuals entering the cubicle will be required to have a mask on. Extra mask will be provided .

5. Sanitizing dispensers will be strategically placed in the critic area and work area.

EXHIBITION AREA

WAITING AREA

The waiting area allows the students to wait for their turn to get critic on their models. It directs users to the individual workspaces or the critic space.

STUDENTS WORKSTATION AREA

The workstation area can be accessed directly from the waiting area. It provides a space for students to work on their models before getting critic.

FARC101-Basic Design Studio| Fall Academic Semester 20-21

The exhibition space can be accessed directly from the outside and inside of the cubicle. It provides a space for students to display their final models at the end of the short course.

CRITIC/COLLABORATIVE AREA

The critic area can be accessed directly from the waiting area. It provides a space for students to get critic on their models as well as have theoretical sessions.

STORAGE AREA

The storage space is situated inside the critic area. It provides a space for students to store their materials that they use during the lessons.

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THE CUBE IN SPACE Step[S]-Design Process

ENTRANCE

Scenario

WAITING AREA

1.4 m

M ODEL M AKING WORKSHOP

2.5 m

2.5 m 0.5 m

WORKSTATION AREA

CRITIC AREA

STORAGE AREA

3.0 m

1.2 m FARC101-Basic Design Studio| Fall Academic Semester 20-21

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THE CUBE IN SPACE Step[S]-Design Process

Architectural Programing

SPACE

ACTIVITY

FURNITURE

REQUIREMENT

AREA[m2]

Entrance

Sanitization of all individuals before proceeding to the working areas.

Sanitization gate

Semi open

3.0

Waiting area

Students get to wait for critic if the workstation area is occupied.

Bench with storage

Open

5.0

Model Workstation

Students work on their models as they wait for critic.

Chair [2no] Table[2no]

Semi open

8.0

Critic area

Where the student and teacher work together on the model.

Chair [2no.]

Table [1no.]

Semi-open

9.0

Exhibition area

Where students models are showcased at the end of the semester.

Model display stands

Open

7

TOTAL AREA[+circulation]

45

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ENTRANCE

THE CUBE IN SPACE Step[S]-Design Process

Functional Programing/Bubble Diagram Sanitizat -on gate

LEGEND Indirect connection Direct connection

Waiting area

Exhibition

Model Workstation

Critic area + storage

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THE CUBE IN SPACE Step[S]-Design Process

Design Field + Selected Site POINT OF ATTRACTION The main idea is to have a space where the exhibition links to the activity area indirectly and is a center of attraction to the outside.

MY SITE

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THE CUBE IN SPACE Step[S]-Design Process

Perspective

Top view

Front view

Side view 1

MIDTERM Step 4 3D Modeling

MY SIE

Back view

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Side view 2

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THE CUBE IN SPACE Step[S]-Design Process

Section Oblique 45/45

Top view

Side view

MIDTERM Step 4 Drawings

MY SIE

Front view

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THE CUBE IN SPACE

S PA C E S

Step[S]-Design Process

Zoning Scale: 1/100

ENTRANCE

WAITING AREA WORKSTATION CRITIC AREA

EXHIBITION CIRCULATION

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THE CUBE IN SPACE Step[S]-Design Process

STEP 4[MIDTERM ]

Pop-up Teaching Cubicle/Kiosk Form and Space (Process of Design)

STEP 1

STEP 3

STEP 4

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STEP 2

STEP 5

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THE CUBE IN SPACE

STEP 5 .1 [Perspective 1]

Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Modeling of Design Proposal Scale: 1/50

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Modeling of Design Proposal Scale: 1/50

Top view

Perspective 1

Perspective 2

Perspective 3

Perspective 4

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk

Front view

Side view 1

3D Modeling of Design Proposal Scale: 1/50

Back view

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Side view 2

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Analysis of Design Proposal Scale: 1/50

PRINCIPLES OF DESIGN CONTRAST • The use linear elements and planar elements • The stone texture to create depth and an unfinished look that is aesthetically appealing • The use complementary colors -purple to show the circulation spaces and yellow to show the segmented areas for work area and critic area.

HARMONY • Use of the analogous colors[yellow and orange] to define the spaces of student and teacher activities and the furniture.

• Use of similar linear elements and framing for the furniture to create solid –void relationships.

GESALT PRINCIPLES SIMILARITY • Use of linear elements for the furniture as well as the structural elements of the cubicle.

TYPE OF ORGANIZATION LINEAR ORGANIZATION The ramp links and organizes the spaces along its length.

TYPE OF TRANSFORMATION DIMENSIONAL TRANSFORMATION of the scale ,width, length and thickness of the linear and planar elements ADDITIVE TRANSORMATION through the interlocking of the linear and planar elements for the exhibition space and face to face contact of the planar elements at the workstation area.

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Top View Scale: 1/50

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Plan Scale: 1/50

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Plan Scale: 1/50

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

+4.5m

Entrance Elevation Scale: 1/50

+0.4m

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

+4.5m

+3.0m

Side Elevation Scale: 1/50

+0.5m

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Pop-up Teaching Cubicle/Kiosk

+4.5m

Drawings

+3.5m

Back Elevation Scale: 1/50

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

+4.5m

+2.5m

Side Elevation Scale: 1/50

+0.5m

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

+4.5m

+2.6m

Section A Scale: 1/50

+0.4m

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings +4.5m

+2.5m Section B Scale: 1/50

+0.5m

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Perspective View-Interior Spaces Scale: 1/50

CRITIC AREA

WORKSTATION

WAITING AREA

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THE CUBE IN SPACE Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Physical Model Scale: 1/50

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Research [3] POP-UP TEACHING

What I have learned from this assignment?

You will shortly explain here what you learn from the assignment (do not change the FONT and FONT SIZE-Calibri-14)

•

The Pop up teaching project has made me understand how architects must adapt to unforeseen changes that come up and how the designs must reflect the same.

•

The proportions of the furniture as well as the floor to ceiling height must relate to the human scale.

•

The function of a space determines how private the space is and the location on site while zoning.

•

The design of the cubicle exterior should be in harmony with the furniture used in the spaces.

Reference(s) You will shortly explain here what you learn from the assignment (do not change the FONT and FONT SIZE-Calibri-10)

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YELİZ DURMUSH

DESIGN STUDIO

Std. No. 20700038 WHERE I LIVE GIRNE, CYPRUS

GROUP #02 Assoc.Prof.Dr. Badiossadat Hassanpour

Faculty of Architecture Eastern Mediterranean University

Final Jury Submission

Fall Academic Semester 2020-2021

Design stages step 1 Repetition of two components that are used in different directions. step 1

Step 2 Isometric view

Step 2

Front view

Top view

Added planer elements and there is an asymmetrical balance.

Step 3

Step 4

Step 3 Added linear elements. Design principles are Similarity, repetition, balance.

Isometric view

Color Application

Front view

Top view

Step 4

Physical Model

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Drawings

Section

side View

Side View

POP-UP TEACHING CUBICLE/KIOSK

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Case studies

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POP-UP TEACHING CUBICLE Step[S]-Design Process

Scenario

While people enter the entrance also is an area for them to be sanitized and inside it is an open area. 13 people maximum can be inside with 1.50m distance or a barrier wall in between to avoid contact . When they enter on the left it’s a studio and right next to that it’s a sitting area combined with a study area. The meeting area is straight through the entrance, it is where students will get critics and there is a storage unit where people inside that area. After students get their critic they exit through a door that is placed next to the storage unit and they wont crowd the space.

The main users are the architecture students. The teachers need to arrange a time to meet their students their to give critic.

This is a sanitizing booth which is also the entry in to the kiosk.

Its purpose is to sanitize people before coming in to avoid the virus from spreading.

The storage area is like a shelve and can hold many things it can be used to put physical models, books or other gadgets.

The study area is designed for the students to work on their laptops or study while they’re waiting. The chairs have small desks combined and is inspired from Gerrit T. Rietveld.

There is also a stand up desk where laptops can be placed and it is a practical place to get some work done.

The waiting area includes stools and a smartboard where pictures or videos are shown from the activities done in the faculty. The smartboard in the waiting area can also be used for presentations on special occasions for example for the juries.

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Architectural Programing

Entrance/ sanitation area

Meeting area Sitting area

Students study area

Area

5m2

21m2

13m2

12m2

Definition of space

The entrance is an opening and also an area for people to be sanitized at it allows us into the meeting area and the waiting area

The meeting area is mostly for showing the teacher their work and getting feedback (critic).

The sitting/waiting area is for students to sit while their waiting for their turn.

In this area students can work on their laptops while theyre waiting or after they get their feedback.

Semi-open

Semi-open

Semi-open

1 space 3 people

1 space 3 people

1 space 7 students

Type of space closed

Number of the space

1 space for 1 person at a time

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Functional Programing/Bubble Diagram

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Zoning Scale: 1/100

Entrance/ sanitation area Sitting area

Students studio Storage unit Teachers meeting/ critic area

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Form and Space (Process of Design)

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POP-UP TEACHING CUBICLE/KIOSK

Front View

Step[S]-Design Process

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Side View

Side View II Top View FARC101-Basic Design Studio| Fall Academic Semester 20-21

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Isometric view I

Isometric view II FARC101-Basic Design Studio| Fall Academic Semester 20-21

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MUSTAFA KEMAL AKBULAK DESIGN STUDIO GROUP #02

Faculty of Architecture Eastern Mediterranean University

Final Jury Submission

Fall Academic Semester 2020-2021

Std. No. 19330922

WHERE I AM COMING FROM? İZMİR, TURKEY WHERE I AM LIVING? KUŞADASI, TURKEY

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Physical Model Scale: 1/100

Drawings Scale: 1/100

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POP-UP TEACHING CUBICLE/KIOSK

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POP-UP TEACHING CUBICLE/KIOSK

Pop-up classes Kiosk : Basic Design Studio

Step[S]-Design Process

Scenario Sanitizing Area / Entarance: When users come they should pass sanitizing area because of corona virus.

Users: Students, Instructors Nowadays we have corona virus in our world. Due to the corona, there should be a distance of one meters between each user.

Activty Area: This area comes after sanitizing area. When users pass the sanitizing area the can directly come activity area and they can start their project. This area for students.

Waiting Area: When students finished with their work they can wait to take critic from teacher in waiting area. Also while they are waiting they can listen other student’s critic in waiting area. This area for students.

Meeting Area: When the students are in their critic turn they can pass to meeting area and take critic from insructor . This area for students and instructos.

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Storage Area: Storage area is in middle of waiting area and meeting area .While students are waiting they can put their works in storage area. Also next the storage area there is exit students can leave their project when they come out of kiosk.

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Architectural Programing

Space

Definition of Space

Type of Space

Entrance/ Sanitizing Area

This area for sanitizing.

Semi-open

1

3,1

Activity Area

This area for students.

Students can work on their porject and improve their project.

Semi-open/ Open

2

3,1+6,2 =9,3

Waiting Area

This area for waiting students can wait to go meeting area for take critic.

Semi-open

1

8,4

Storage Area

This area is for students to leave their models in cubicle while they are going out.

Closed

1

0,8

Meeting Area

This area is like studio students can take critic and learn from teacher.

Closed

1

11,05

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Number Area(SQM) of Space

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Functional Programing/Bubble Diagram

Waiting Area

Activity Area Activity Area

Enterance

Meeting Area

Storage Area

Exit

Sanitizing area

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Design Field + Selected Site

I chose this site because site A is in the middle of building so it attracts attention and also there is stairs the last part of site A. That part my cubicle has level diffrences higher than the stairs which is my meeting area that is why I decided to make my cubicle on site A.

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Zoning Scale: 1/100

Sanitizing Area

Activity Area

Storage Area

Waiting Area

Meeting Area

5m

10 m

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Modeling of Design Proposal

• Step 3

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Modeling of Design Proposal Scale: 1/50

• Physical Model

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk 3D Modeling of Design Proposal Scale: 1/50

• Physical Model

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

B A

Plan Scale: 1/50

B

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A

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Pop-up Teaching Cubicle/Kiosk Drawings

Section A-A Scale: 1/50

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Section B-B Scale: 1/50

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Entrance Elevation Scale: 1/50

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POP-UP TEACHING CUBICLE/KIOSK Step[S]-Design Process

Pop-up Teaching Cubicle/Kiosk Drawings

Back Elevation Scale: 1/50

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Thank You…

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