INTERIOR ARCHITECTURE DESIGN IV PORTFOLIO

INTERIOR ARCHITECTURE DESIGN IV REANIE SYNNIE KOH

0337721

SEMESTER 04

IDS60608

TABLE OF TABLE OF CONTENTS CONTENTS

01

NARRATIVE PROGRAMMING

02

INTELLIGENCE BUREAU

03

SPACE REPRESENTATION

04

REFLECTION

Project 1: Narrative Programming 1.The Gif of the object with description 2. A2 Board (Individual) 3.The Narrative Programming board (Group)

CONTENTS

Project 3: Intelligence Bureau 1. Crit 1 2. Crit 2 3. Crit 3 4. Ground Floor Iso + Plan (Group) 5. Office Level Isometric details (Individual) 6. Design Statement (Individual) 7. Perspective view (all in individual pages) 8. Internal Elevations 9. Section drawings 8. Final Project Presentation Board (3A0 board) Project 2: Space Representation 1. QR code for Task 2a 2. YouTube Link for Task 2b 3. QR code for Task 2b 4. YouTube Link for Task 2b 5. Link to group MIRO

REFLECTION

GROUP: [30%]

PROJECT 1: NARRATIVE PROGRAMMING ‘WORK-PLAY’

A0 NARRATIVE PROGRAMMING BOARD (GROUP) A2 BOARD (INDIVIDUAL)

4 WEEKS

TASK : NARRATIVE + PROGRAM THROUGH OBJECTS The whole group must research issues related to the chosen ministry and propose suitable programs. Student will need to identify what you are designing and begin to develop your programme narrative, through objects. The programming board must include minimum 6 objects that can be enjoyed by all building users at the shared facility floor (Ground floor). Example of objects can include, registration interfaces, mySejahterah sanitation pods, shared print station facility, discussion pods, etc.

These objects can vary in size, but should be within 3m(L)x3m(W)x4m(H) limits.

PROJECT 1: OBJECT GIF

Black and white gif of the object, Byking. A play structure that helps with sensory development and motor skills.

Black and white gif of Byking. With the colour yellow that helps zone the facilities provided.

Coloured Byking gif to showcase its features

CLIENT RESEARCH STUDY & OBJECT ANALYSIS

PROJECT 1: A2 BOARD (INDIVIDUAL)

GROUP WORK

PROJECT 1: NARRATIVE PROGRAMMING BOARD

PROJECT 3: INTELLIGENCE BUREAU

INDIVIDUAL: [40%]

3A0 BOARD

4 WEEKS

TASK : NARRATIVE + PROGRAM THROUGH OBJECTS Based on Narrative Programming and the focused object designed in Project 1, students requires to design an appealing and breathing work spaces individually at the office level chosen. Student to create an engaging workspaces that lead to transformation and growth, shift the culture towards engagement and productivity as well as integrating a sense of community will remain important to the future workplace, especially as advancements in technology encourage people to work remotely and become more isolated.

MOODBOARD

PROJECT 3: CRIT 1

EXPLODED ISOMETRIC

PROJECT 3: CRIT 1

FLOORPLAN & RENDERED PERSPECTIVES

PROJECT 3: CRIT 1

PROJECT 3: CRIT 2

ELEVATION B

INTERNAL ELEVATION

ELEVATION A

RENDERED PERSPECTIVES

PROJECT 3: CRIT 2

PROJECT 3: CRIT 3

PROJECT 3: GROUND FLOOR PLAN

PROJECT 3: GROUND FLOOR MEZZANINE PLAN

PROJECT 3: TOWER A GROUND FLOOR ISOMETRIC 1 PUNCH WALL

2 GAMING ARENA

3 MEETING ROOM

TO-GATHER

A community pod

BRAINER An information pod

FITSTOP

A health pod that verifies vaccination status and measures BMI

PROJECT 3: TOWER B GROUND FLOOR ISOMETRIC 1

RECEPTION

2 PUNCH WALL

3 CAFE

4 GYM

5

GAMEHUB

MEETING ROOM

A VR station that has game, simulates sports and Paralympics.

BYKING

LINKER A connection pod to build a sport and career network.

A play structure that develops motor skills and the five human senses

TOWER A RENDERED PERSPECTIVES

PROJECT 3: GROUND FLOOR RENDERED PERSPECTIVES

TOWER B RENDERED PERSPECTIVES

PROJECT 3: GROUND FLOOR RENDERED PERSPECTIVES

FURNITURE LAYOUT PLAN

PROJECT 3: TOWER B FIRST FLOOR

FURNITURE LAYOUT PLAN

PROJECT 3: TOWER B FIRST FLOOR MEZZANINE

PROJECT 3: FIRST FLOOR EXPLODED ISOMETRIC

PROJECT 3: DESIGN STATEMENT (INDIVIDUAL)

SPECIAL OLYMPICS SELANGOR (SOS) IS A NON-PROFIT INTERNATIONAL PROGRAM OF SPORTS TRAINING AND ATHLETIC COMPETITION FOR PEOPLE WITH INTELLECTUAL DISABILITIES. SOS AIMS TO RELIVE TRADITIONAL SPORTS AND GAMES AND PROVIDE YEAR-ROUND SPORTS TRAINING AND COMPETITION IN A VARIETY OF SPORTS FOR YOUTHS WITH INTELLECTUAL DISABILITIES GIVING THEM CONTINUING OPPORTUNITIES TO DEVELOP PHYSICAL AND MOTOR SKILLS, SPORTS ACUMEN AND TO IMPROVE SELFESTEEM. DUE TO THE HIGHLY CONTAGIOUS AIRBORNE VIRUS, A SERIES OF CONTACTLESS REGISTRATION, PAYMENT HAVE BEEN IMPLEMENTED AND STRICTLY ADHERING TO PROCEDURES SPECIFIED BY THE GOVERNMENT. THE PANDEMIC HAS ALTERED HOW ORGANISATIONS OPERATE IN THE PAST YEARS. THE SPACE REFLECTS THE COMPANY’S DNA BY CREATING A FLEXIBLE WORKING SPACE THAT ECHOES ITS FRESH, YOUTHFUL STYLE. THE DISTINCT COLOURS ESTABLISH A UNIQUE VISUAL IDENTITY FOR THE SPACE. THE FIRST-FLOOR ACTS AS A WELCOMING AREA FOR PUBLIC GUESTS, ALLOWING THEM TO EXPERIENCE THE SPACES AND ACTIVITIES WHICH SHOWCASE THE COMPANY’S CULTURE AND VALUES. SUCH AS THE MAKER’S CHALLENGE THAT CONDUCTS WEEKLY WORKSHOPS TO CONSTRUCT A HEALTHY AND ACTIVE SOCIETY THROUGH TRADITIONAL CRAFTS AND SPORTS4ALL WHICH IS A FUNDRAISER TO SUPPORT B40 ATHLETES. ON THE SAME LEVEL THERE IS ALSO A VENDING MACHINE SNACK BAR AND A CO-WORKING SPACE. THE MEZZANINE FLOOR HOUSES THE MAIN OPERATIONAL AREAS, SUCH AS COME’N’MEET AND ADMIN+ADVISOR OFFICE. IN THIS WAY THE OFFICE BECOMES A HUB FOR INTERACTIONS, BY REMOVING FORMAL AND OBSOLETE PATTERNS TYPICAL IN THE MOST OFFICES. THIS OPEN SPACE ALLOWS PEOPLE TO TAKE ON MULTIPLE ROLES IN A CONSTANTLY EVOLVING ENVIRONMENT, GIVING EMPLOYEES MORE CONTROL AND THE OPPORTUNITY TO COMPLETE THEIR JOB IN THE WAY THAT SUITS THEM BETTER.

264WORDS

PROJECT 3: TOWER B FIRST FLOOR PERSPECTIVE VIEWS

SPORTS4ALL Fundraiser that helps support B40 Community athletes with no access to adaptive sports

PROJECT 3: TOWER B FIRST FLOOR PERSPECTIVE VIEWS

SPORTS4ALL Fundraiser that helps support B40 Community athletes with no access to adaptive sports

PROJECT 3: TOWER B FIRST FLOOR PERSPECTIVE VIEWS

WORKHAUS Co-working space with modular furnitures which allows user to assemble, disassemble and reassemble to suit their own needs

PROJECT 3: TOWER B FIRST FLOOR PERSPECTIVE VIEWS

RENT IT! Portable charger renting kiosk and smart lockers available for rent to Workhaus members

PROJECT 3: TOWER B FIRST FLOOR PERSPECTIVE VIEWS

JOM LET'S PLAY Located at each corner with different types of traditional sports and games

PROJECT 3: TOWER B FIRST FLOOR PERSPECTIVE VIEWS

SNACKS IN A SNAP Area with vending machines that dispenses lunch box, healthy snacks and beverages for a small fee

PROJECT 3: TOWER B FIRST FLOOR PERSPECTIVE VIEWS

PROJECT 3: INTERNAL ELEVATIONS

ELEVATION A

ELEVATION B

PROJECT 3: SECTION DRAWINGS

PROJECT 3: FINAL PROJECT PRESENTATION BOARD

PROJECT 2: SPACE REPRESENTATION 'ZOOM IN'

INDIVIDUAL: [20%]

TASK 2A: SNIPPET INTRO OF THE CHOSEN MAJOR SPACE TASK 2B: WALKTHROUGH OF SPACES

3 WEEKS

TASK : INCUBATOR’S WALKTHROUGH SPACE To create a virtual walkthrough from the 3D model created in Sketchup. Student is required to embed a walkthrough space virtually in a more streamlined and interactive manner. The walkthrough must be able to communicate the overall design of the programming proposed.to allow the viewers to focus on how the design and language, flows together in the created space. With the walkthrough animation, it’s gives opportunity to viewers to engage with and go through the areas in an interactive manner.

SNIPPET

WALKTHROUGH

PROJECT 2: SNIPPET AND VIRTUAL WALKTHROUGH

YOUTUBE LINK: HTTPS://YOUTU.BE/MOFL5YGY92G

LINK TO GROUP MIRO VER.1.0 HTTPS://MIRO.COM/APP/BOARD/O9J_L0B1XCO=/

YOUTUBE LINK: HTTPS://YOUTU.BE/IRJ0VQKD2_4

LINK TO GROUP MIRO VER.2.0 HTTPS://MIRO.COM/APP/BOARD/O9J_LQBTG7S=/

REFLECTION: The best word to describe the Multidisciplinary Learning Experience would be "Worthwhile".The whole process of it was something new and rewarding to me. Learning from peers and making new friends in this collaboration made this journey worth it!

In this 14 weeks of collaboration with the Architecture and Quantity Surveyor Team, one of the challenges was the stage of production. Each of us had different weekly tutorial timings, some were ahead and some were behind, there was a mild difficulty in updating our work on time.

To improve the experience, learn to trust each other by prioritizing clear boundaries and expectations, openness, and regular communication. The other key is to not skip proper planning, which may lead to miscommunication, misunderstandings around what people’s roles and responsibilities are, and conflicting priorities (about the project goals, about level of effort, about how to prioritize this initiative alongside other work, etc.).With each team member making contributions toward a common goal, they should receive equal credit in the outcome. Satisfying teamwork is achieved when the responsibilities are clear and team members are aligned.

In terms of satisfaction with the collaboration with the other schools, I would totally rate it a 7/10 which is relatively high. Though challenges can not be avoided. We were willing to comply and seek for optimum solutions that would best suit the situation together. It was an efficient collaboration, which involves smooth, seamless, and open communication between all team members. Group meetings were kept short and straightforward. We would update our weekly progress during the group calls/google drive/ whatsapp and were constantly giving each other feedbacks hoping to have a better outcome.

I would definitely recommend the collaboration with the other schools to other students. It is a very worthwhile experience. Got to admit, the ability to collaborate is one of the crucial factors in the workplace. It is a good time to learn from peers and for each members to be aware of their value to the team and what particular tasks they need to accomplish in order to achieve a successful outcome. This collaboration was also a way to foster a culture of open communication with regular updates and holding check-ins with the team.