CAUP + DAAD Architecture Collab Studio Fall 2018

CAUP + DAAD MULTI-DIMENSIONAL DESIGN - 2ND YEAR BACHELORS IN ARCHITECTURE DESIGN

COLLAB STUDIO FALL 2018

COLLEGE OF ARCHITECTURE AND URBAN PLANNING, TONGJI UNIVERSITY, SHANGHAI, CHINA

DEPARTMENT OF ARCHITECTURE AND DESIGN, COMSATS UNIVERSITY LAHORE, PAKISTAN

ARCASIA ARCHITECTS REGIONAL COUNCIL ASIA

Written and Curated by: Muhammad Talha Muftee Lecturer Department of Architecture and Design COMSATS University Islamabad, Lahore Pakistan Cover Image Provided by: Sana Haseeb Gilani Student, 2nd Year B.Arch Department of Architecture and Design COMSATS University Islamabad, Lahore Pakistan Special Thanks to: Dr. Raheel Qamar, Tamgha-i-Imtiaz Rector COMSATS University Islamabad Dr. Qaisar Abbas Director COMSATS University Islamabad, Lahore Campus Dr. Samra Khan Dean Architecture and Design COMSATS University Islamabad Waqar Aziz Head of Department, Department of Architecture and Design CUI, Lahore Campus Jahangir Khan Sherpao President ARCASIA - Architects Regional Council Asia Dr. Cai Yongjie Director of Architecture Department, CAUP, Tongji University Dr. Zhang Jianlong Director of Fundamental Architecture Program, CAUP, Tongji University Dr. Zhuo Minghao Deputy Director of International Cooperation Office, CAUP, Tongji University Tian Weijia Director Assistant of Fundamental Architecture Program, CAUP, Tongji University

STUDIO FACULTY

CAUP, TONGJI UNIVERSITY Tian Weijia Associate Professor Dr. Iris Belle Assistant Professor Talha Muftee Visiting Lecturer

DAAD, COMSATS UNIVERSITY ISLAMABAD , LAHORE CAMPUS Waqar Aziz Associate Professor Asim Munir Lecturer Yasmin Cheema Advisor

FEATURED WORKS

CAUP, TONGJI UNIVERSITY “Converging Drops” by Supatcha Ninratsuwan 1756028 TJU-UNSW Dual Degree B.Arch “Fawlty Towers” by Jordan Thompson 1756030 TJU-UNSW Dual Degree B.Arch “The Plaza” by Joyce Chen 1756025 TJU-UNSW Dual Degree B.Arch “The Common” by Pearce Cohen TJU-UNSW Dual Degree B.Arch

DAAD, COMSATS UNIVERSITY ISLAMABAD , LAHORE CAMPUS “Biophilia“ by Owais Akhtar FA17-BAR-058 CUI Lahore B.Arch “Synergy” by Orooba Tanvir FA17-BAR-003 CUI Lahore B.Arch “Opacity and Transparency” by Dania Ahmed FA17-BAR-012 CUI Lahore B.Arch “Voids” by Adnan Sultan FA17-BAR-013 CUI Lahore B.Arch “Defying Gravity“ by Sana Haseeb Gilani FA17-BAR-037 CUI Lahore B.Arch

INTRODUCTION The collaborative project titled “MultiDimensional Design (Student Activity Centre)” was initiated as a result of the faculty exchange program started by ARCASIA to promote cross-border learning and research between architectural institutions of Asian countries in October 2018. The participating institutions for the pilot program included College of Architecture and Urban Planning, Tongji University (Shanghai, China) and Department of Architecture and Design, COMSATS University Islamabad (Lahore Campus, Pakistan).

As per faculty exchange Professor Zhang Jianlong (directing the first two years of Bachelors program at CAUP) visited COMSATS University Islamabad to conduct a design workshop while Talha Muftee (lecturer teaching 2nd year architecture studio at DAAD) visited CAUP for the Fall 2018 semester to teach in the 2nd year architecture design studio and deliver lectures related to architecture of Pakistan.

During the exchange it was realized that while both CAUP and DAAD shared similar visions and objectives, both studios could benefit from a more active exchange of ideas in case of pedagogy and student development. For this purpose the design project, while a part of the existing curriculum of CAUP was appropriated by DAAD for a

parallel project with similar constraints to be conducted in Lahore. The primary reason for appropriating a project by CAUP was the fact that CAUP semester time line preceded DAAD semester by almost 3 weeks. Thus, by the time DAAD students finished their second design project (“The Stop - Transitory Space”), CAUP students were underway design development stages of their third and final semester design project “MultiDimensional Design (Student Activity Centre)”. This difference in time line also meant that live collaboration or cross-studio crit were not feasible logistically.

To tackle this shift in time lines, it was decided that students from both DAAD and CAUP would engage with their peers via online video conferencing and get feedback on their design stages as both studios progressed with their respective schedule.

This compilation is thus a curation of some of the works produced by 2nd year Architecture design students of both CAUP in Shanghai, China and DAAD in Lahore, Pakistan under the exchange by ARCASIA. Along with studio curation this compilation also aims to highlight some of the objectives, challenges and possible modifications for future iterations in hope that CAUP and DAAD engage in further cross-border exchange, architectural and pedagogical discourse.

Figure 1: CAUP students sharing design process with students at DAAD during one of the online interactive sessions.

OBJECTIVES REMOTE LEARNING To use online platforms for students and studios to connect for a remote learning experience. Despite a difference in time line due to limited time for planning at time of exchange, two interactive sessions via online video conferencing application Skype were held in which students from DAAD and CAUP shared their respective design concepts and progress.

INSIGHT AND FEEDBACK Constructive feedback and critique is a vital part of an evolutionary design process for both DAAD and CAUP. For students it shall provide opportunities of critical thinking and introspection regarding their own design process as they provide feedback on works of their peers. The peer review would also allow students to gain an insight on how different studios approach the same project and its challenges through design logic stemming from unique perspectives of culture and regional understanding of architecture.

parts of the world, the DAAD version of the project followed the original CAUP project in terms of site and situation. The resulting projects at both CAUP and DAAD hence had similar constraints physically as well as in terms of project deliverables and learning outcomes. This would allow students of 2nd year architecture design to engage in the discourse on how often subtle and non-physical aspects of context can have vast influences on perception and design logic, resulting in a diverse outcome of projects when a site along with its physical characteristics is shifted between Shanghai and Lahore.

COLLABORATION FRAMEWORK

As this was the first round of faculty exchange by ARCASIA, the nature of the exchange was refined as the exchange progressed through Fall 2018 semester at DAAD and CAUP. Since both schools expressed interest in extending this exchange regularly and seeking venues for collaborative research this collaborative studio project would be a key experiment to test for viable regular exchanges of this nature. By conducting and compiling the CONTEXT AND DESIGN LOGIC body of work produced, both schools will have necessary data to define a crossTo allow for a comparative analysis of studio collaboration framework and design evolution in studios from different refine future iterations of this project.

Figure 2: DAAD participants of the collaborative studio presenting their projects to reviewers in CUI Lahore, Pakistan.

CHALLENGES As this collaborative endeavour was in essence a prototype, there were various challenges faced which could be addressed in future iterations with better planning and scheduling of collaborative studio between CAUP and DAAD. LOGISTICS Considering the different time zones and studio timings, opportunities for online interactive sessions were limited. Coupled with technical limitations, live feedback was not possible. One way to mitigate was by compiling feedback separately and sharing with opposite studios after online presentations.

SEMESTER STRUCTURE As mentioned earlier, the semester time lines of DAAD and CAUP varied by approximately 3 weeks. Hence students of both studios were not in the same stages of design throughout the project which limited the comparative analytical aspect of peer review and feedback based learning. For example, the CAUP students completed the project on 3rd of January 2019 while DAAD students completed their work on 21st of January 2019.

and conceptual understanding of both students in relation to architectural design varied. The primary difference being the differing curriculum of first year. CAUP as a department has three major streams i.e. Architecture, Urban Planning and Landscape. Hence their first year curriculum is oriented towards spatial understanding and language of architecture. While the major academic streams of DAAD comprise of Architecture Design, Design and Interior Design, the first year curriculum at the time was not specifically focused on architecture but on a broader understanding of design principles and processes. This results in DAAD students experiencing architecture design projects in 3rd semester, meanwhile CAUP students start working on such projects from 1st semester.

MEDIA

As mentioned above the structure of both schools vary in terms of when students are introduced to tools and methodologies of architecture design. Due to which the tools employed by both groups of students was different. While CAUP students by 3rd semester are more comfortable with digital tools of architectural representation, DAAD students are encouraged to explore design through analog mediums for a more CURRICULUM intimate understanding of architectural design. While this difference was not a While both DAAD and CAUP share similar highly restrictive one for DAAD students, visions and learning outcomes for 2nd the difference was more apparent in how year of bachelors in architecture, the much time is required for both studios to overall curriculum meant that theoretical produce iterations and designs.

Figure 3: Visiting lecturer Talha Muftee presenting works of DAAD students for a feedback session to CAUP students at Tongji University, Shanghai, China.

PROJECT BRIEF Collaborative Project – Department of Architecture and Design, COMSATS University Islamabad, Lahore Campus & College of Architecture and Urban Planning, Tongji University, China Multi-dimensional Design – University Activity Centre 2nd year architectural design studio – Semester 3 Project Duration: 6 weeks Preamble The practice of architecture is bound to context specific issues such as location, sociocultural environment and economics. globalization necessitates an investigation into traditional definition of geo-centric contextuality. A shift from geo-centric definition of context to issues of global connectivity, aligns architectural production to prevalent cultural scenarios and emerging issues in build environment design.

The collaborative project is an attempt to investigate architectural design in the current milieu of global culture. It is an opportunity for exchange of ideas between young designers of diverse cultures, promoting inter-cultural learning.

Furthermore, the collaborative project allows for experimentation in studio pedagogy and an opportunity for inter-departmental learning.

Collaboration Objectives 1.

2.

3.

To expand the understanding of multi- culturalism and global/ local identity through dialogue and exchange of ideas An attempt to experiment in studio pedagogy, though collaborative learning Establish a venue for future collaboration and academic learning

Project Learning Objectives College of Architecture and Urban Planning The result of an architectural design process is influenced by a number of integral factors.

The creation of architectural shape is the result of combining logic and function. The architectural design process considers particularly the logics of creation of space and shape, integration of functions and functionality, structure and material, site and environs.

Upon completion of the project, the student will have combined those logics and presented them in plan and model.

Department of Architecture and Design Architectural form finding is a multi-layered process. Program, functionality, context, construction methods are among few of the important factors driving the final form. In addition to a logical resolution of these factors, architectural form allows the creation of emotive experiences through aesthetics, scale/ proportion and hapticity.

The project shall impart an understanding of form finding processes, combining functionality and experiential design.

Site Location and Selection Criterion College of Architecture and Urban Planning Location The site is located on the Siping Road Campus of Tongji University to the east of the cafeteria and south of the main library. To one side is a water body and to the other a landscaped grass slope. The site area measures 750 m2 (see map/ dwg).

Site The red line limits the area for construction. The height of the building is limited to 24m. The landscaped slope on the east and the water body to the west need to be considered in the design but can be adapted. (I.e. the slope can be altered to accommodate an entrance area, the shape of the shoreline of the river can be changed, etc.). Three of the larger existing trees on site must be preserved.

Department of Architecture and Design Location The Project site is located within COMSATS University Islamabad, Lahore campus adjacent to Students Cafeteria. The site is without any contours or slopes, accessible from east side.

Site The red line defines the build-able area. The maximum allowable height is 72 feet. Existing trees on site are to be maintained.

Definition

Area Metric

Area Imperial

GFA (gross floor area) (outdoor space and voids not included) 总建筑面积（开放空间及架空层等不计入建筑面积）。

1,500 m

16145 sq.ft

multi-function hall (level floor, suitable for dancing and lectures) 多功能厅（舞厅、报告厅兼用）

200 m2

2150 sq.ft

University science and art exhibition space 大学生科技与艺术展示空间

200 m2

2150 sq.ft

6 student union activity rooms

100 m2 (6x)

1080 sq.ft

100 m2

1080 sq.ft

50 m2

540 sq.ft

Toilets 卫生间

50 m2

540 sq.ft

Lobby, stairs, corridors, etc. 门厅、楼梯等公共空间、交通空间自定

Depending on design 2200 m2

Depending on design 23685 sq.ft

2

大学生社团活动室：6间，每间100平方米，总面积600 平方米，； Café or recreational space 咖啡及休息空间 Security and management 保安及管理用房

Total

Project Deliverables • Analysis drawings: Volumetric or functional analysis • Requirements for boards and plans: 2 boars A1 (portrait) o Site plan

(1/300)

or

1” =1/8’

o Floor plans (1/150)

or

1” =1/8”

o 2 Sections

(1/150)

or

1” =1/8”

o 2 Elevations (1/150)

or

1” =1/8”

o Rendering of interior perspective and model photos o Space generation diagram o Method of plan representation chosen by student (hand drawn or computer drawn, colored or black and white) • Model (1/100) or 1” =1/8” Proposed Studio Pedagogy o Participating students have similar project concerns and conditions for comparison o Instructors shall hold discussion to ensure uniformity in project focus and direction o Selected work from each project milestone shall be exchanged for review and recommendations o Informal discussions between selected students shall be encouraged to hold brainstorming sessions o Lecture and case study contents shall be documented and available for exchange Proposed Studio Timelines: CAUP: 3rd December 2018 - 3rd January 2019 DAAD: 17th December 2018 - 21st January 2019

Site: Tongji University (Near Cafeteria), Siping Road, Shanghai, China

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3

2

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Site: CUI Lahore Campus (Near Cafeteria), Raiwind Road, Lahore, Pakistan

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3

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FEATURED WORKS

“Converging Drops�

Supatcha Ninratsuwan 1756028 TJU-UNSW Dual Degree B.Arch CAUP, Tongji University Student union is a complex space that students will gather in together. The major features to create a good circulation inside the building is the transection and connection between each room. The design was using an organic shape to build outstanding from surrounding green space and becoming one of the monumental and sculptural designs. With curving and circular corridors that go along the glass facade not only create a nice panoramic view for the visitor but also bringing a natural light into the whole space. The design also has a massive elliptical core as a main structural system that contains the elevator and staircase to separate the used space and staircase+elevator space more clearly. With small columns and glass wall, inside and outside create nice layers from outside view.

“Fawlty Towers�

Jordan Thompson 1756030 TJU-UNSW Dual Degree B.Arch CAUP, Tongji University The concept was derived from creating a building with a purpose that focused on function and productivity, and incorporating more leisure and recreational spaces. The spaces have been divided per stories on either tower, with its on take on a comfortable and residential atmosphere. The idea is to separate itself from the pre-existing studios and functional spaces that already exist within the university campus.

Two towers are created to separate all working spaces on each story of the tower. The building density is defused and opened up as seen with the central courtyard where the protected trees are located. This is important as the first two floors are opened to the natural space as much possible, and the balconies of the higher stories are all situated and directed towards the centre. This is all in attempt to incorporate the natural aspects of the site as much as possible.

“The Plaza�

Joyce Chen 1756025 TJU-UNSW Dual Degree B.Arch CAUP, Tongji University The Plaza is a student hub which - while being a center for student activity - provides an opportunity for on-campus open space. By utilising existing features of the site, the design separates the university activity center into two masses, providing an open public space in the void between. This semi-covered space is an interesting addition to Tongji University, as it can be used as a venue for club activities, fund-raisers, university tours while simultaneously being a place of recreation.

Below the extension of the existing slope is an underground space which looks out into the canal, which houses most of the student union rooms and the cade, while the elevated body consists of more open, free interior spaces of the exhibition gallery and multifunctional hall. At night, light from within the building spills out, illuminating its surroundings and solidifying what is sure to be an iconic feature of the university campus.

“The Common�

Pearce Cohen 1756029 TJU-UNSW Dual Degree B.Arch CAUP, Tongji University Student activity centres are defined by their diverse facilities and an ability to enable friendly interaction between users. In this vein, this design connects a wide variety of functions through common circulation, encouraging students and staff to mingle within a comfortable and familiar environment.

Here, shear walls frame the river-front view and two zones of circulation guide the user through pockets of various massing and heights. A ground floor cafe spills onto the refurbished riverfront promenade which stretches the length of the site. Large public steps to the south invite those passing by to ascend into the Centre or to merely sit and relax there or on the existing grass slope.

As depicted by the facade, the building and its functions are clearly organized, making this an appealing and easily understood space for students and staff to experience.

“Biophilia�

Owais Akhtar FA17-BAR-058 Architecture Design B.Arch DAAD, COMSATS University Islamabad, Lahore Campus After site analysis it was apparent that there are some specific natural elements which are existing on and around the site interacting with users of the cafeteria and nearby buildings.

Within which the student activity centre will be situated.

Thus it was decided to make a design which can promote the relationship between nature and humans. Because as a designer we can bring awareness to people through our designs regarding which they might have limited understanding. As humans cannot survive without nature and nature cannot survive without humans. For example humans produce CO2 which is much important for plants and plants produce Oxygen which is very important for any human for live a life on this planet.

As we see people are harming nature and their focus is only on using nature as an aesthetic or decorative element, they are ignoring how senses interact with nature.

The student activity centre then becomes a space which brings people closer to nature, making it more noticeable and apparent.

“Synergy�

Orooba Tanvir FA17-BAR-003 Architecture Design B.Arch DAAD, COMSATS University Islamabad, Lahore Campus The idea is to develop a space to unite the crowd into a mass. So that while experiencing the architecture, people will feel integrated into one body. Hence the whole building is more than the sum of its parts. This is acquired by providing open spaces in the form of terraces which provide visual access to all parts of the building.

DESIGN PROCESS

GROUND FLOOR PLAN

FIRST FLOOR PLAN

SECOND FLOOR PLAN

THIRD FLOOR PLAN

FOURTH FLOOR PLAN

SECTION

“Opacity and Transparency�

Dania Ahmed FA17-BAR-012 Architecture Design B.Arch DAAD, COMSATS University Islamabad, Lahore Campus The idea was to arrange the six given functional units while playing with the views, lights, shadows, blockages , opacity and transparency . It took its initial start from the idea of being connected, as there are six student union rooms to arrange, the student connectivity and reach appealed to me which led to not only circulatory connectivity but also visual and emotive. The layers of glass, viewing one from another, creating different colours and textures, spreading different emotions while creating a contrast with divisions of solid half walls with the rise and fall of shadows. During the day, the form can put on a show on the inside while during the evening it can itself be a show for the outside.

EXPERIENTIAL NARRATIVE AND PROCESS

GROUND FLOOR PLAN

SECTION A-A’

FIRST FLOOR PLAN

SECTION B-B’

SECOND FLOOR PLAN

“Voids�

Adnan Sultan FA17-BAR-013 Architecture Design B.Arch DAAD, COMSATS University Islamabad, Lahore Campus The concept of this project is to explore the relationship of spaces through the addition and subtraction of voids within a cube. Through conceptual diagrams and development of design through a cube, the focus was to add layers of complexity within the interior of the cubical volume.

In this manner the inside of the cube can be explored and force the audience to observe the inside as well as the outside at the same time. When volumes are developed in this manner, it is apparent that experiencing architecture is not simply about looking at the facade of a building visually and in order to understand architecture, the spaces inside must be explored.

SITE ANALYSIS

IDEATION

ITERATIVE PROCESS

PLANS

SECTION

“Defying Gravity�

Sana Haseeb Gilani FA17-BAR-037 Architecture Design B.Arch DAAD, COMSATS University Islamabad, Lahore Campus In this project of designing a student activity center which considers creation of space and shape, integration of program and functionality is vital. In our context, with all the existing built structures (academic blocks) of universit, they have some traditional architectural building materials with red bricks and they don’t have heightened volumes.

In order to create a contrasting building there would be more levels with unique spaces which would give a feeling of experiencing a different atmosphere in the campus compared to other academic buildings. Since the whole structure is for student, it would have to stand out in the context. The concept initially starts from gravity defying structures which are not connected with each other directly but hanging with levitated floors (providing views), altering visual weight with materiality.

The structure will have a central supporting component with hanging floors from it with several floors made up of steel framed structures incorporating the trusses. Like giving a sense of falling, it shows stability similar to a trunk of tree with branches connected to it. By maintaining several functional areas within a particular site, enhancing all the surrounding available views, vegetation and building its own existence.

DESIGN PROCESS

STRUCTURAL STUDY

BASEMENT PLAN

GROUND FLOOR PLAN

FIRST FLOOR PLAN

SECOND FLOOR PLAN

THIRD FLOOR PLAN

SECTIONAL ELEVATION

OBSERVATIONS With the conclusion of the studio projects, differing site conditions and their influence on perception and design logic was more apparent. Although there was a deliberate effort to align the DAAD site with the CAUP site in terms of prominent features and limitations.

of activity and circulation patterns around site. Hence, DAAD students, more conscious of the cafeteria as a prominent part of the context were gravitating towards possibilities of the student activity centre as a future extension of the cafeteria. On the other hand, CAUP students were more focused on the student activity centre as an independent ACCESS POSSIBILITIES and self-contained architecture. Some CAUP students however did design access keeping One major feature which was present at the the cafeteria traffic in mind.

Tongji University and could not be replicated at CUI Lahore Campus was the presence of LOCAL CASE STUDIES hard and soft landscape features. This led the CAUP students to imagine their site as During the research stages, CAUP students having an inherent orientation. Whereas the belonging to diverse cultures and regions students at DAAD were given a site which had an innate understanding of the student was equally accessible on all sides without activity centre as a typology drawing from any obstructions. Hence, it was seen that examples they saw themselves or at Tongji students were visualizing design possibilities University. DAAD students mostly belonging in terms of access and orientation in a much to Pakistan, were not entirely familiar as more diverse manner. campuses in Pakistan rarely comprise of a student activity centre (social spaces in CUI CAFETERIA IN CONTEXT Lahore for example, are situated individually in various parts of the campus). This could be Both sites have within close proximity a seen as both an advantage or a disadvantage campus cafeteria. While the scale and visual for either groups. Innate familiarity with a presence of both cafeterias is similar the key typology may result in a deeper understanding difference lies in the fact that the CUI Lahore of functionality but a typology being alien Cafeteria is a recent addition to the campus would help avoiding preconceived notions in (completed in 2018). The recent introduction the design process, perhaps in some cases of the cafeteria abruptly changed the levels even question the conventional typologies.

Figure 4: DAAD participants of the collaborative studio with faulty members Professors Iris and Tian along with visiting DAAD lecturer Talha.

FUTURE COLLABORATION Considering all the limitations and challenges of two studios working on similar problems and learning from one another, the exercise was productive in many ways as students got to engage actively with studios beyond reach and learn through feedback. This document aims to be a guideline and record so that future collaborations between College of Architecture and Urban Planning, Tongji University, Shanghai and Department of Architecture and Design, COMSATS University, Lahore of this nature can be even more productive.

PRE PLANNING Both studios can benefit if the difference in timelines of respective semesters can be mitigated by planning project timing beforehand. This was not possible as this was the first ever exchange of faculty between the institutions.

BETTER TELECONFERENCING FACILITIES By planning the collaborations between DAAD and CAUP beforehand, studios can plan out access to video conferencing facilities present in respective universities to avoid technical issues when students need to interact with each other. Tools such as Skype while easily available cannot offer

the same level of stability and fidelity as a purpose-built teleconferencing platform.

REPLICATION OF SITE AND CONDITIONS As highlighted in the observations and challenges, the only manner this collaboration can start becoming a comparative and analytical exercise for the students is when physical limitations and properties can be replicated to highest degree possible between Lahore and Shanghai. Only then will the exercise for the students start to address the question of non-physical contextual cues influencing the design logic.

COMPREHENSIVE DOCUMENTATION Both studios can mutually through such collaborations, benefit by learning from different perspective. As seen in the students’ works, each studio and nation provides a different perspective to design problems and offer new and innovative approach.

This cross-border exchange would cause both studios to have the opportunities to further refine curriculum. To achieve such a productive exchange of ideas, it would be vital for both studios to keep recording and documenting work produced not only in their own studio but also the counterpart to have comparative analysis.