Design Studio IIA – Puna

Marije Vogelzang Dining Experience

Ritual Investigations – Performative Space

Te Puna can be translated as well spring or source. It is a watery term, suggesting things that, while powerful (like a river carves the landscape) is also flexible. We see puna appearing in words like Tipuna ~ ancestors and Mokopuna ~ grandchildren. Te Puna is the past and leads to the future.

Puna is understood in this context as the wellspring of ideas and knowledge. Ideas don’t just come from nowhere but have their own whakapapa (lineage or genealogy) –  they come from our everyday practices, from communities, from our heritage, from other designers, artists and from clients. Having an awareness of where ideas come from, allows us to contextualise and articulate them through ‘design and make’ in a conscious and effective way.



The aim of this project is to observe, and understand the performances of everyday life and how they structure spatial experiences. This happens on a large or small scale, in the city, at work, during dinner, as a social experience or an individual experience. Underlying these are the personal and collective behaviours that we undertake, informally or formally through everyday or private rituals. Initial explorations into the performance of space during the first few weeks and the learning from it will subsequently be applied to the design of a profound spatial experience.

In addition, experiments with drawing, video, light and materiality will provide cues as to the ways in which an abstract concept might be activated through the manipulation of objects, materials, space and experience. At the same time, you will be introduced to the conventions spatial representation, and combined with your experimentations, will offer a new [spatial] design process to aid in the understanding, development and communication of your project


In order to understand what we mean by performance you are initially asked to explore this concept through texts and through discussions, and subsequently, to study an allocated practice/artist precedent working in that way.

Monday Week 1:

-Watch the Marvin Carlson Video on ‘What is Performance’:

-Discuss in groups the key points made and report back to the class Marvin Carlson’s understanding of performance. Answer the questions 1 and from the slide presentation.

-For Thurday, undertake readings which will serve as the basis for a practitioner analysis during class time.

Thursday Week 1:

Presentation of group research – upload your blog address onto google spreadsheet sent to you.

In your group, research your allocated drawing/representation practice and discuss how this can be considered a drawing or map. What do they represent, measure or map? How do they ‘speak of’ or ‘represent’ time?

For Monday Week 2  individually (but with the help of your group) make a 5-10 second time-based drawing that maps an everyday performance in your life:

-What are recurring behaviours that you can observe doing during the day?

-Do you have personal or collective ritual type of experiences?

-Consider how to capture the unfolding of this ‘event’ inspired by your precedent and using the stop-motion technique introduced in today’s clinic.

Wigglesworth, Till

Wigglesworth, Till


Food – Eating – Social Encounters

How we use space is far more ambiguous than it might seem at first glance. Form does not necessarily follow function and today we recognise interiors are constructed as much by social and cultural customs as physical or formal necessity.                                                                                        Brooker and Stone, 2007

Habitation is as much about social, cultural, sensory and performative concerns as it is about form, size and function. Considered together, they create spatial experience and cater for the functional, intellectual, emotional, social and spiritual needs that people require and seek. This first of two assignments looks at habitation as a socio-cultural idea and uses food and eating as a way to observe and analyse space, and to generate spatial experiences and events. Food is a fundamental part of humanity and the world’s societies. Food culture – ‘eating and sharing’ –  form some of the most important socio-cultural experiences in our everyday lives. They are part of  our most often practiced, and important, formal and ritualistic live events / performances.

Eating and food is a big subject. This assignment allows you to find interesting, pertinent connections between spatial experience, eating, the social, AND topics like the body, nature, technology, sustainability, consumption, culture, emotion, taste, and more).

Monday Week 2:

-Present your short 5-10s everyday performance video, uploaded on your blog.

-Introduction to Assignment – process, deliverables. Get into allocated groups (on stream) and develop a plan of attack for the Monday Week 2 deliverable – get organised. Task and deliverables for Monday presentation uploaded on stream.

-1-2pm Adobe Premiere clinic – develop your skills for video editing – Oli will provide an introduction.

Thursday Week 2:

-Draw an event using a section through the TeaGardens . How do you capture time-based characteristics of a spatial experience? Use one of the strategies provided (on stream).

-Tutorial with all groups to discuss task for Monday and drawing approaches.


For an explanation on ‘how’ and ‘what’ to do for this task, review the slides on stream.

-5 min oral presentation

-1 video per group of 1min duration – on blog

-4 mappings/drawings (one each per student in group) – hardcopy, to be pinned up by 9am

-research into type of dining experience or drink/food experience – on blog


FIVE – the social encounter meal

Marije Vogelzang, DUS Architects

Marije Vogelzang, DUS Architects






Food, and all that is associated with it, is already larger than life. It is already highly charged with meaning and affect. It is already performative and theatrical. An art of the concrete, food, like performance, is alive, fugitive, and sensory.                                                                                                    Barbara Kirshenblatt-Gimblett

Now begins the intense design exploration and making phase to produce and stage a five course social encounter meal. Each of the five groups (x2) will take on one course and will design and stage a dining experience for 8 people (four guest reviewers and four students – each group will have one turn to ‘degust’ one of the courses). However, the goal and emphasis of this dining experience is not solely on the food (as in food design) but on the social encounter and on the communication of a food / eating related topic. It is important that the spatial and object interactions aid the communication between people (socializing) and the communication (interpretation) of information on a food/eating related topic.

I can’t stand people who do not take food seriously.                                                                                          Oscar Wilde

The design will be based on your research and idea development of the assigned course, a food topic (to be interpreted by the guests), material exploration and testing as well as precedent projects. All components need to be well considered and crafted – it is of the utmost importance that anything constructed is well designed and assembled. Iterations and constant communication during the making of the components with the tutors will be essential.

All five groups also have to work together at the same time as individually developing their allocated course’s concept. You will have to choreograph and ‘lead’/wait on the guests from course to course – it is therefore important to also ‘design’ the transition from one course to the next, and how to begin and how to end. So each group will have to consider the beginning and end of their course in relation to the preceding or following course, or/and start and finish of the meal itself.

The food courses are:



-plat principal



All groups to consider how water or ‘drinking’ is incorporated. It is in your scope to interpret these dishes – ‘well fed’ can mean different things. Remember it is foremost about how social exchange and interaction can be facilitated.


Monday Week 3:

Present your dining experience and research – video and research on blog, pinup of drawings

Introduction to Final Assignment Task:

  1. In your allocated groups and ‘course’ begin to research into the history and precedents of this course – try to find out everything that there is to know about it.
  2. Identify food, objects, spatial conditions in relation to the course and what this may mean for social encounters and interactions – conversation starters.
  3. What food topic are you connecting with the course? What further research is required?
  4. Read and research one of the chapters and topics provided in the Marije Vogelzang              readings. Each group is to prepare a presentation on a food related topic using Vogelzang’s work and ideas* as a starting point – then find more examples to illustrate ideas and expand your points. This will help developing a topic/facts.

 *Action; Culture; Nature; Psychology; Senses; Society.

Thursday Week 3:

-Present Research (points 1-4 above) on blog for 5-10mins – to supergroup – identify what food/eating related topic you are going to use for the dining experience (the interpretation component of the brief) – how do you incorporate facts, ideas, concepts about food into the dining experience at the same time as providing a profound social experience for the guests? Begin concept development and design.

Lucy Orta Amiens_70x7_4

Lucy Orta Amiens_70x7_4


Monday Week 4:

Group tutorials to discuss possible design concepts informed by the research and analysis of the Orta Case Study and Lupton reading in preparation for the Thursday Design Concept Presentation.

You need to also have determined and researched your food topic that was initially identified and confirmed with your tutor Thursday Week 3.

Thursday Week 4:

Present a concept design based on the feedback given on Monday. Make a list on Monday to develop your ‘brief. Use plan, sections, precedent, material samples, sketches, perspectives, storyboarding to communicate your ideas. Identify spatial parameters – materiality, form, ways of choreographing etc What are the components you need to consider? Discuss

Present for 10 minutes using print and video (optional).

Friday Week 4:

TeaSessions from 2-4pm. This is a time when you can bring your questions you have about your design development, etc – will be useful to get the right feedback at the right time for your Week 5 Final design presentation.


Monday Week 5:

Group tutorials with all groups – starting at 9am with Supergroup 1 (Sven) as per the sequence of courses (amuse-bouche,… etc). Make sure to have responded to the feedback provided last week, and done some more focused precedent research to help with concept, material and final design. We need to see progress of making, choreography, final design and need to determine with you the actual deliverables.

Thursday Week 5 – Final Design Presentations in 10C19:

This presentation is to  confirm your final design so that you can confidently and in a focussed way work towards the event presentation and hand ins for Week 6.


Mock up presentation and choreography (time-based unfolding and movements of guests, hosts, objects, lighting, sound) using 10C19. This is to sort out the problems, opportunities, transitions of each course event.

In addition to the presentation above you need to provide:

-Project Description

-Research including quotes from readings

-2D representations

-3D representations (perspectives, storyboarding)

-video works showing temporality/change/actions

-object designs, material studies, tests

Mid-Semester Break:

Week 1

Sven will be available for short meetings with you if prearranged.

Week 2

Thursday 10am – 12noon – technical/dress rehearsal of dinner event – both groups. Make sure you are keeping this day free and organise with your peers to work during the break to design, make and rehearse your respective course experience.

Week 6:


All to arrive at 9am to help set up 10C19 for Group 1 start at 10am sharp. This will last approximately 45mins – and is followed by Group 2 starting at 11am. Group 2 needs to be ready and have all components prepared so that it can be set up quickly for the 11am start.  Needs to be practiced during Thursday rehearsal. Everything has to be cleared out by 12 noon – so please all to help with moving stuff out of the space and replace furniture. Also make sure to have recorded the work for Thursday presentation, sound, still images and of course video!


9am – 11am presentation of documentation and overall project. Please review the deliverables – it is a pin up with material samples and also is to include a 1 min video uploaded onto the blog. All individual blogs need to be updated as well. This will be taken . into consideration for assessment.

11am -12noon Introduction to Assignment 2 – reading task for Monday Week 7!

Last modified: April 10, 2018