Ben-Bow Enrichment Learning Centre in Klang
29/ 12 / 2018
The design develops into the final scheme of design where it interprets the tendency of creating interest through enclosure. The enclosure setting fits the contexts of creating a separate realm in conjunction of the prevailing street context. The realm where people can retreat and dwell into by having spaces to informally and formally elaborate learn through the form of classrooms &workshops, public rentable outlets giving a sense of place for anyone, a canteen to rehydrate oneself, public toilets accessible for everyone, dynamic facade initiative where greenery can be planted and replanted, and a compact "park". Spaces of place-making which develops with humankind in relation with the built form.
Studio V
BEN - BOW LEARNING CENTER IN KLANG
Klang heeds the call towards a new form of social living through an architectural intervention which embodies the vibrancy nature in people to further gentrify the vicinity of the area regularly. Thus, the proposal of a design to interpret the needs of the people ideal learning centre of what can be done for the people, whilst an initiative adjourning the sprout of negative perception of the withered site. The Ben-Bow learning centre as a catalyst to reform the social vibrancy amongst the immediate column of people, to inject a social bond with one another which then results to the meaning of the site and its context.
Borneo Sporenburg & Kuala Lumpur
THEORIZING THE CONNECTIVITY
12 / 4 / 2017
In our case study city, select and analyse an urban design project at a street scale for its various typologies of in-between spaces. The analysis comes from three perspectives, namely, the theoretical rigor, contextual aspects and the cultural translation into urban form at the selected city, as outlined below:
a) The theories that is employed by the city authority or the designers.
b) The historical/contextual underpinning must answer the questions of
i) how does the city respond to modern and postmodern ideas and theories in urbanism and
ii) what spatial (urban) structures constitute to the place making aspects in the city.
c) The understanding of urban design comes from underpinning the FORM and CONTENT phenomena. On the tangible or the hard side study on specific typology of urban form: built form / open spaces, activity and movement patterns; and on the intangible side: context, geography, demography, economy, culture and urbanity. Hence the presentation should clearly specify such understanding under these categories. It is also important that the student understand how such theories merge with the existing context in the given city.
d) Formal and content narratives on various typologies of in-between spaces.
Hence the presentation should clearly specify such understanding under both categories, the tangibles and intangibles. Presentation is also key and an assessment criteria. The content, composition and way of writing should exemplify the above (urban design and contextual understanding).
It is required to document the spatial form of the city to note the key spatial experience that is driven by the urban form and content. The objectives are: