Space – Atea – 2019
224.157 Design Studio I (SPACE)

Learning Outcomes – Student Blogs – 1.A 1.B 2.A 2.B 3.A 3.B 1.A 4.B 5.A 5.B 6.A 6.B – Assessment

Cherry Shiu - 2019

Cherry Shiu – 2019

Overview

In this studio course students will be introduced to creative and analytical thinking skills, idea generation and visualisation common to art and design practice. They will begin to acquire specific techniques, skills and processes for the definition and investigation of physical, temporal and digital spatial environments and their inhabitation. They will learn to discuss and evaluate their work and the work of their peers.

This course is about understanding, representing and creating 3D space through a range of design processes.

Specifically, students will analyse the site and design a new space each week that responds to both the site and Mihimihi/Atea.

Learning outcomes

Students who successfully complete this course will be able to:

  • Show an introductory understanding of the relationship between creative work and how it is perceived
    [Whanaungatanga/Connectedness]

 

  • Demonstrate a willingness to explore a range of ideas and take risks in creative development
    [Toi/Creativity]

 

  • Participate constructively in discussion in relation to their own work and that of their peers
    [Matauranga/Understanding]

 

  • Demonstrate basic competency in techniques, skills and processes for the definition and investigation of physical and digital spatial environments and their inhabitation
    [Mohio/Virtuosity]

 

  • Communicate and present work in a clear and considered way
    [Whanaungatanga/Connectedness]

More information available at the 224.157 SPACE page on massey.ac.nz

See the Terms for more information and definition of key terms.

 

The brief: Design the spatial experience of a musical act within the Opera House lane.

Each week you will design a new concept for this brief.

 

Schedule

Image 162

 

1.A

Atea

Atea Intro lecture

This paper responds to aspects of Atea. It examines the corresponding ideas of encounters with places and people; conversations/discourse; challenges; process (tikanga [practices and rules]); and the dynamic and, at times, challenging and confrontational spaces of meeting.

Atea begins as the space of the meeting of ideas: what is your position? How do you articulate that position through art and design, and the words you say and write? How do encounters with other people and their positions (their ideas, objects, images and experiences) affect you and your work?

5_emmanuelle_moureaux_Forest_of_Numbers

www.emmanuellemoureaux.com/forest-of-numbers

 

Class exercise: 

youtu.be/1NwgIhDzlN4
youtu.be/QczxCxFRUf0

Plan view

A plan is a top down view, like a map except that we can see inside the design.
To achieve this inside view, a horizontal plane cuts through the “shell” of the design with the top part of the “shell” being hidden from view.

 

 

Independent study:

  • Pick a musical artist to design for (choose something with a lot of style/texture/aesthetic to work with) to be approved by a staff member.
  • Gather reference material (precedent stage designs, music videos, album covers etc)
  • Sketch ideas in plan view
  • Make a new blog and add it to the blog form
  • Upload your work to your blog

 

 

1.B

Materiality

serpentinegallerypavilion03

 

“We all have 10,000 bad drawings in us. The sooner we get them out the better.”
– Walt Stanchfield

The site for your SPACE designs will be Opera House Lanegoo.gl/maps/3UjaY9faHrS2

Independent study:

  • Take lots of site photos (minimum x10)
  • Sketch lots of site drawings (minimum x10)
  • Complete a collaged plan of your musical act design that expresses the materiality
  • Upload your work to your blog,everything you have done for this course should be uploaded to your blog, the “final” works, but also any experiments, drafts or tests, both “good” and “bad”

 

2.A

Interior/Exterior

Pedro_Pegenaute_©-PG466_087

Pedro Pegenaute

 

 

2.B

Threshold

Exodus, or the voluntary prisoners of architecture. Rem Koolhaas‘ 1972 Architectural Association thesis (together with Madelon Vreisendorp, Elia Zenghelis, and Zoe Zenghelis)

Exodus, or the voluntary prisoners of architecture.
Rem Koolhaas‘ 1972 Architectural Association thesis (together with Madelon Vreisendorp, Elia Zenghelis, and Zoe Zenghelis)

socks-studio.com/2011/03/19/exodus-or-the-voluntary-prisoners-of-architecture/

 

 

3.A

Light/Dark

endeavors-by-tadao-ando-_dezeen_2364_hero1-852x479

Church of Light
Architect: Tadao Ando

These images are of Tadao Ando’s minimalist Church located in the outskirts of Osaka. The forms and geometry of the building are very simple accentuating the elegant relationship between the light and dark space. A seemingly simple idea of cutting out shapes into the wall, create an affective experience for the occupants that will only change as the sun tracks through the sky. Lacking the ornamental elements of other churches, manipulation of light is a key architectural feature in the design, combined with the materiality and form of this space the result is a modest yet powerful building.

More information here: www.archute.com/church-of-the-light/

 

3.B

Contrast

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dsrny.com/project/high-line

THE HIGH LINE
Designed in collaboration with James Corner Field Operations and Piet Oudolf, The High Line is a 1.5–mile long public park built on an abandoned elevated railroad stretching from the Meatpacking District to the Hudson Rail Yards in Manhattan. Inspired by the melancholic, unruly beauty of this postindustrial ruin, where nature has reclaimed a once vital piece of urban infrastructure, the new park interprets its inheritance. It translates the biodiversity that took root after it fell into ruin in a string of site–specific urban micro-climates along the stretch of railway that include sunny, shady, wet, dry, windy, and sheltered spaces.

 

4.A

Experience/Time

Project 360° Amsterdam – Four Psychogeographical Maps (Graduation Project 2007)
Artist: Frank DRESMÉ

The artist here has mapped a psychogeographical experience of the city. The definition of that is:

“Psychogeography is an exploration of urban environments that emphasizes playfulness and “drifting”. It has links to the Situationist International.”

He combines real elements (i.e. photos and drawings of materials, buildings, signs) in combination with less tangible ideas (i.e. time, his directional decisions, what grabs his focus/imagination). The result is a collage mapping not only a space but an individuals experience of time.
Source: www.frankdresme.com/project360

 

4.B

Figure Ground

Anna Hunt, site analysis, 2012

Anna Hunt, site analysis, 2012

 

 

5.A

Symmetry

LORN – ANVIL
GERIKO

We are two visual artists / filmmakers.

– Hélène Jeudy & Antoine Caëcke –
(aka GERIKO)

Facebook: www.facebook.com/gerikofilm
Instagram: www.instagram.com/gerikofilm
Vimeo: www.vimeo.com/geriko

 

5.B

Program

 

6.A

 

6.B

 

 

 

Assessment Criteria

You will be assessed on:

  • How clearly you communicate your (mihimihi/atea) concepts via spatial drawing conventions.
    [Whanaungatanga/Connectedness]

 

  • Demonstrate engagement with the design processes introduced in this class by documenting a range of spatial drawing explorations on your blog.
    [Toi/Creativity]

 

  • Through group discussion with your peers and staff, begin to develop the ability to critique your own work/that of others and apply this feedback to your design work.
    [Matauranga/Understanding]

 

  • The overall craft of the spatial explorations documented on your blog and how these reflect your concepts.
    [Mohio/Virtuosity]

 

  • Considered communication of your body of design explorations, clearly organised on your blog.
    [Whanaungatanga/Connectedness]

Last modified: July 17, 2019